The rapid spread of the COVID-19 delta variant has spooked people who thought the pandemic had ended. Policymakers have called the rise in new infections associated with the strain first encountered in India alarming even though the data suggest strongly the latest variant strain, while perhaps easier to contract, is far less lethal than the original.
Like the disease for which it is named, America’s COVID crisis continues to evolve. The end of the lockdowns in most states has people back to work, unmasked, and happy – even as some public health professionals are urging a renewed mandate to put them back on. All that, combined with the lack of clarity coming from groups like the National Education Association and American Federation of Teachers means that no parent can be sure the schools run by the government will offer full-time, in-class instruction when and if they reopen in the fall.
All this could have been avoided if the rush to lockdowns had been slowed and while greater thought was given to a plan to segregate out and protect the most vulnerable populations which, it has been lost on some people, does not include K thru 12 school-age children. Given the difference in approach to containing COVID taken by the governors of red states compared to those who lead blue states, it is not surprising to learn Democrats are hoping that masks and vaccines not yet approved for children under the age of 18 will be mandated before schools are allowed to return to pre-COVID instruction.
According to a recent survey by Rasmussen reports, just over a third of all Americans said they believed children should have to be vaccinated for COVID before they can return to the classroom. Of those, more than half – 56 percent – were Democrats. Only 29 percent of Republicans agreed.
The data, Rasmussen reports said, showed a “strong correlation” between support for masking children and for forcing them to be vaccinated. “Among Americans who think schools should require children to wear masks to protect against the coronavirus, 68 percent also think schools should require children to get the COVID-19 vaccine. Among those who oppose schools requiring children to wear masks, 79 percent are also against schools requiring children to get the coronavirus vaccination.”
The split along party lines on the issues is clear. Majorities of Republicans (61 percent) and independents (52 percent) said they opposed a vaccine requirement. Likewise, on the issue of masks, 58 percent of Democrats said they thought masks should be required as part of the basic back-to-school outfit while only 27 percent of Republicans thought this would be a good idea. Almost two-thirds of GOPers – 60 percent – and as well as a plurality of independents, the polling firm reported, said they were opposed to the mandatory classroom masking in K thru 12 classrooms.
The pollster found white Americans “slightly more in favor of schools requiring children to get the COVID-19 vaccine than blacks or other minorities” while blacks were “more supportive” than whites or other minorities regarding a requirement children wear masks. And that upper-income Americans were more in favor of requiring children to get vaccinated, with 48 percent of those earning $200,000 a year or more “favoring mandatory vaccination” while just 36 percent of those earning less than $30,000 a year agreed.The survey of 1,000 U.S. American Adults was conducted on July 13-14, 2021. The margin of sampling error is +/- 3 percentage points with a 95 percent level of confidence.
State Department in 2020 declared the group a 'propaganda' arm of CCP
Several American universities maintained relationships with China after shuttering their Confucius Institute chapters, shifting resources to affiliate K-12 programs and fostering sister relationships with Chinese schools.
Rather than fully cut ties with the Confucius Institute, many universities shifted their resources to affiliate programs aimed at K-12 classrooms. The Confucius Classrooms program offers an array of Chinese language and culture programs to elementary, middle, and high school students across the United States. Often linked to Confucius Institutes at nearby colleges, Confucius Classrooms are funded and run by the Hanban, a division of China’s Ministry of Education.
The shift reveals the extent to which the Chinese Communist Party is ingrained in American educational institutions. American security officials have recently warned about Beijing’s efforts to cultivate links with educational institutions in order to change American perceptions of the Communist regime.
Over a dozen universities closed their Confucius Institute chapters after the State Department declared the organization a Chinese propaganda arm. According to Rachelle Peterson, a China expert at the National Association of Scholars, the Communist regime was ready for the fallout.
“The Chinese government has developed a nuanced and sophisticated network of tools,” Peterson told the Washington Free Beacon. “In the case of Confucius Institutes, the Chinese Communist Party is aware that they are falling out of favor in the U.S., and they’re preparing alternative ways of engaging with the United States—many of which are equally problematic.”
Confucius Classrooms are just some of those “problematic” alternatives. The National Association of Scholars estimates that, at its height, there were upward of 500 Confucius Classrooms in operation—significantly more than the 41 active Confucius Institute chapters. And because most federal oversight is directed at higher education, China has been able to covertly entrench itself in the K-12 education space.
Rep. Chris Stewart (R., Utah) told the Free Beacon that he is concerned Confucius Classrooms operating in his district teach an inaccurate view of the Chinese Communist Party to children.
“The Confucius Classrooms are a little bit different and a little bit harder [than Confucius Institutes] because they’re not as obvious,” Stewart said. “The thing we’re trying to do now is to show that they’re not using it for intelligence access, computer access, or to propagandize adults, but they are using it to soften children.”
The Confucius Classrooms operating in Stewart’s district are just a few such outposts that grew out of shuttered Confucius Institute chapters across the country.
A consortium of Confucius Classrooms serving nearly 1,200 K-12 students in Ohio continues to operate more than a year after Miami University in Ohio announced it shuttered its Confucius Institute. In western Kentucky, a coalition of more than 30 staffers led by Simpson County public schools has taken up the mantle of the Western Kentucky University Confucius Institute, which closed in 2019.
When Michigan State University’s Confucius Institute closes this year, the school plans to transfer the program’s resources “to other areas within the university” so as to “benefit K-12 students and teachers who would not otherwise have these learning options available in their schools,” a spokeswoman told the Free Beacon.
In addition to shifting resources from universities to elementary and high school classrooms, China has found ways to maintain a foothold at universities that have closed their Confucius Institutes. Several universities have sought out partnerships with Chinese “sister schools” to replace their Confucius Institutes.
Middle Tennessee State University closed its Confucius Institute in August 2020, after receiving criticism from Sen. Marsha Blackburn (R., Tenn.). But the school continues to foster ties with sister universities in China. The University of Nebraska said it remains “deeply committed” to its connections with Chinese universities after its Confucius Institute closed in December 2020.
In a statement to the Free Beacon, Tufts University—which plans to close its Confucius Institute chapter in September—said the school will “focus on expanding and deepening” its ties with Beijing Normal University. Similarly, the College of William and Mary closed its Confucius Institute at the end of June, but will continue to offer China-related programs “through university-to-university agreements,” a spokeswoman told the Free Beacon.
In at least one case, China has continued to donate to a university in order to bolster ties. Peterson uncovered Education Department documents that show the University of Michigan received a $300,000 gift from China after the school closed its Confucius Institute in 2019.
“All the signs are that there are replacements for Confucius Institutes,” Peterson said. “Alternative forms of engagement are popping up—many in ways that are going to have the same problems as the Confucius Institutes.”
In Biden's America, the action is outside the Beltway
It took a few days away from the nation’s capital for me to appreciate how boring the place has become. Recently I returned from a trip to California and discovered that I hadn’t missed anything—no presidential scandal, no legislative logrolling, no surprise vacancies on the Supreme Court. Yes, the pace of events slows down in Washington every summer. Congress goes on recess and metro residents travel for vacation. But 2021 is different. This year, D.C.’s irrelevance is neither seasonal nor exceptional. It’s the norm.
Since Bill Clinton’s impeachment, the city has been the site of momentous events and world-defining debates. The fallout from the 2000 election, 9/11, the war on terrorism, the invasions of Afghanistan and Iraq, the surge, the financial crisis, the election of Barack Obama, Obamacare, the Tea Party, the debt ceiling, the response to the Arab Spring, the 2013 government shutdown—they all testified to the centrality of Washington.
Donald Trump’s descent on the escalator in 2015 intensified press coverage. His victory in 2016 upped the political stakes. The Trump presidency unfolded in spectacular, captivating fashion. It was a live-broadcast, four-year, nonfictional telenovela, complete with a climactic twist and a tragic ending. On occasion, the cast traveled to Singapore, Hanoi, Helsinki, and Mar-a-Lago. But the main set was the Oval Office.
Well, the show is over and the thrill is gone. It used to be that the federal city—and its chief executive—drove the national conversation. But President Biden purposely limits his exposure to remain as uncontroversial as possible. “Boring news cycle deals blow to partisan media,” read the headline of an article in Axios on June 29. The piece tracked a fall in web traffic, app user sessions, and social media engagement since President Trump left office. Biden’s chief of staff, Ron Klain, tweeted out the story. “Sorry not sorry,” he wrote.
After 12 years of highly visible celebrity presidents, the current occupant of the White House is a 78-year-old who eschews social media, rarely gives one-on-one interviews, limits himself to about one public event a day, calls on pre-selected reporters at press conferences, often refers to notes, and returns home to Delaware most weekends. Joe Biden’s spending plans may be gargantuan and foolish, his decisions on the border and on Afghanistan may be impetuous and disastrous, and his offhand remarks may be puzzling and odd, but no one gets worked up about him personally. Last month Doug Rivers of the Hoover Institution observed that voters don’t consider Biden an ideologue. It doesn’t matter that Biden’s goals are more ambitious than Obama’s: Far greater numbers of voters said that Obama was “very liberal” than say the same of Biden today.
This low-key presidency combines with tight margins in Congress to diminish Washington’s importance. Unlike his two most recent predecessors, Biden is not an omnipresent figure. The 50-50 Senate blocks the progressive wish list from becoming law. The result is a devolution of controversy to the state, municipal, and local levels of government. Not in two decades covering politics, for example, have I seen state legislatures receive as much attention as they have in recent months.
Meanwhile, the big political news is Democrat Eric Adams’s victory in the New York City mayoral primary. What’s unique about Adams is that he ran the first New York campaign in decades with national implications. His triumph underscored the electorate’s concern with rising crime rates. It demonstrated that even Democratic primary voters in a majority-minority city oppose defunding law enforcement.
“According to recent data from the Democratic-oriented Navigator Research,” writes Ruy Teixeira in a recent issue of the Liberal Patriot newsletter, “more Americans overall, including among independents and Hispanics, now believe violent crime is a ‘major crisis’ than believe that about the coronavirus pandemic or any other area of concern.” This alarm over rising crime manifested itself locally before becoming apparent to officials in Washington, including Biden, who scrambled to announce a crime reduction plan in late June.
The most glaring sign of the Beltway’s detachment from national life has been the movement against critical race theory (CRT) in public schools. Like the Tea Party, this movement is spontaneous, self-organizing, and uncontrolled. Unlike the Tea Party, however, it is focused on a hyperlocal (yet super-important) issue: K-12 instruction. As of this writing, the anti-CRT movement fields candidates for school boards. Congress is an afterthought.
The national politicians who amplify the movement’s rhetoric are piggybacking on a grassroots phenomenon. And while the fight against CRT has implications for federal policy, it is not as though the right’s answer to far-left school boards is national curricular standards. On the contrary: The parental revolt over “woke” education bypasses Washington, transcends party lines, and has clearly defined and limited goals.
What’s fascinating about the anti-CRT campaign is that its most prominent antagonists are not elected officials. The Tea Party pitted rebels such as Jim DeMint, Mike Lee, Rand Paul, and Ted Cruz against the Republican establishment and Barack Obama. But the participants in this most recent iteration of the culture war are different. The anti-CRT spokesman Christopher Rufo of the Manhattan Institute is a documentarian and activist, and Bari Weiss and Andrew Sullivan are journalists. The most famous advocates of so-called antiracist education are Nikole Hannah-Jones, lead writer of the New York Times‘s 1619 Project, and Ibram X. Kendi of Boston University. Fights over CRT don’t take place in the halls of Congress, but on Morning Joe.
Maybe political entrepreneurs in the coming months will appropriate and elevate the issues of voter ID, crime, and anti-American pedagogy into national campaigns. Maybe the anti-CRT movement will follow the Tea Party and use the 2022 election to springboard into the Beltway. Maybe the next president will impress himself or herself into the national consciousness in the manner of an Obama or a Trump. Or maybe the next president will be Trump.
For now, though, Joe Biden is president. Congress is deadlocked. Both the left and right are more interested in values than in entitlements. The media track the states, the cities, the schools. Why? Because the real action is happening in places like Atlanta, Tallahassee, Austin, Phoenix, New York City, and Loudoun County. Not in Washington, D.C.
Truthful discussions never begin with lies. The 1619 Project is founded on a lie. It has no place in our nation’s schools
Parents across the country are revolting against activist school boards and teachers who are introducing critical race theory and propagandistic accounts of American history into classrooms.
One such history is the New York Times’ 1619 Project, which is already being taught in at least 4,000 classrooms in all 50 states.
The 1619 Project is an alternate history of the American founding that claims our nation’s true birthday was not 1776 but 1619, the year 20 slaves arrived in the British colony of Virginia. According to the 1619 Project, America was founded on racism and slavery — never mind the text of the Declaration of Independence, which proclaims that all men are created equal, or the words and deeds of our Founding Fathers, many of whom deplored slavery and tried to place it on the path to ultimate extinction.
The 1619 Project avoids discussing how slavery clashed with the ideals expressed in our Declaration of Independence. Instead, it portrays our Founding Fathers as liars and frauds who did not believe the stirring words they wrote — and in fact wrote them to uphold the evils of human bondage and white supremacy.
Unsurprisingly, Democrats and liberals have lavished praise on this revisionist account of our history. The 1619 Project’s lead author, Nikole Hannah-Jones, won a Pulitzer Prize and quickly hit the lecture circuit. Then-Senator Kamala Harris quickly expressed her support, writing that “the #1619Project is a powerful and necessary reckoning of our history. We cannot understand and address the problems of today without speaking truth about how we got here.”
The response from actual historians, even many on the left, has been less favorable. The project is “so wrong in so many ways,” according to Pulitzer Prize–winning historian Gordon Wood. James McPherson, the dean of Civil War historians and a Pulitzer Prize winner himself, remarked that the project presents an “unbalanced, one-sided account” that “left most of the history out.” A history curriculum that leaves the history out? No wonder parents are upset.
Young Americans are in desperate need of history and civic education, as surveys often find that they do not know basic details about our history and system of government. The 1619 Project will not help Americans achieve greater historical literacy or a deeper appreciation of our nation’s Founding, which truly is the greatest political experiment in human history. Instead, students who are exposed to the 1619 Project will learn to despise their country and their fellow citizens. That is a recipe for division and disaster.
In response to parents’ concerns about the 1619 Project and critical race theory, we have introduced a bill to prevent federal funding from being used to teach the 1619 Project in K–12 schools. This bill, titled the Saving American History Act, would not prevent any local school from making decisions about what curriculum they wish to teach — but it would state firmly that federal taxpayer dollars cannot be used to teach a malicious lie that threatens to divide the country on the basis of race.
America’s students deserve to know the true story of our nation’s Founding, and to be able to grapple with, and debate, the difficult questions in our history. That story includes many great and noble chapters, from the abolition of slavery and Civil Rights Movement to the moon landing and the liberation of Europe from Nazi tyranny. It also includes many dark chapters where our nation has failed to live up to our own noble principles. Teachers ought to present this history in its full glory and tragedy, making clear how our Founding principles have inspired generations of patriots and reformers.
Truthful discussions never begin with lies. The 1619 Project is founded on a lie. It has no place in our nation’s schools.
In anticipation of President Joe Biden’s first-ever speech to Joint Session of Congress, the Republican National Committee released a list of what it referred to as “failure after failure” to mark his first 100 days in office.
“Here is just a shortlist,” the RNC said, of what it had identified as Biden’s “many broken promises, disastrous policies, and dangerous proposals: on a variety of issues including:
Joe Biden’s first 100 days have been marked by failure after failure.
Here is just a SHORT list of his many broken promises, disastrous policies, and dangerous proposals:
Biden’s Open Borders Agenda Created A Border Crisis
1. Biden’s open borders agenda has created a border crisis.
2. Biden tried to suspend deportations, weakening immigration enforcement.
3. He has obstructed border wall construction, including through his budget request, which would eliminate all funding for the border wall. Experts say border walls work, and Biden’s construction obstruction is literally throwing the border wide open.
4. Border state Democrats warned Biden’s White House about a border crisis fueled by his polices but the administration ignored their warnings.
Biden’s Border Crisis Boomed
5. Now, experts estimate 1,000 illegal immigrants are escaping into the U.S. each day during Biden’s border crisis.
6. There were 172,331 border apprehensions in March, 5 times the number in March last year.
7. Nearly 19,000 unaccompanied children were taken into custody in March, the highest monthly total ever recorded.
8. Customs and Border Protection forecasts 184,000 migrant children will cross the border by the end of FY 2021, which would be the highest number ever.
9. There has been a 233% increase in fentanyl seizures at the southern border from this time last year.
10. Thanks to Biden’s border wall obstruction, smugglers are exploiting gaps in the wall that were previously set to be built.
11. Officials warn of a “boom time for gangs,” traffickers, and smugglers as they take advantage of Biden’s border crisis.
Biden’s Crisis Of Leadership On The Border
13. When Biden finally admitted there is a “crisis that ended up on the border,” the White House then insisted that is not their official position in a completely insane walk-back, and that “children coming to our border… is not a crisis.”
14. Biden still does not have any plans to visit the border.
15. Kamala Harris laughed when she was asked if she would visit the border, and still has not visited the border even after being named Biden’s crisis manager.
Border Officials Struggle To Cope With Biden’s Disastrous Agenda
16. The Biden administration is releasing some illegal immigrants caught crossing the border without a court notice, and sometimes without any paperwork at all.
17. Border facilities are “stretched beyond thin” because of the crisis.
18. The Donna, Texas facility, one of the few facilities exempted from Biden’s media blackout, is at more than 16 times its capacity. Even Dr. Fauci admitted that packed crowds of migrant children is a “major concern.”
19. To deal with the surge, the Pentagon was forced to approve multiple military bases to house unaccompanied migrant children.
Biden Is Doubling Down On His Border Failures
20. Biden is restricting media access at the border to hide the true extent of the crisis and dodge accountability. When asked why his administration is denying press access, Biden conceded he is purposefully waiting to provide transparency at border facilities.
21. Instead of reversing course, Biden has doubled down on his failing open borders policies.
22. Biden has even removed civil penalties for illegal immigrants for a “failure-to-depart.”
Biden’s Anti-Energy Agenda Is Destroying Jobs
24. On day one, Biden abandoned Keystone XL pipeline workers, forcing thousands into unemployment with the stroke of a pen. American workers and families effected by his job-killing decision are still struggling to get by.
25. We are still waiting for Biden to announce a plan for these workers. Psaki said she had “nothing more” when asked about how Biden plans to replace oil and gas jobs killed by his energy policies.
26. When asked about the workers forced out of work by Biden’s policies, administration officials have dismissed concerns, saying they need “different [jobs],” “different education,” and that there are “jobs that might be sacrificed.”
27. While Biden implements policies to kill American jobs, he is kowtowing to China and Russia so they cooperate with his environmental agenda.
28. Biden is blocking new oil and gas drilling on federal lands, which if kept in place threatens millions of jobs.
29. Biden nominated an Interior Secretary that believes oil and gas extraction on public lands should be permanently banned.
Biden Is Proposing Massive Job-Destroying Tax Hikes
31. Biden’s proposed tax hike would raise the combined tax rate on U.S. businesses to the highest of any country in the G7 or OECD.
32. Biden’s first tax proposals are already breaking his campaign pledge, “If you make less than $400,000, you won’t see one single penny in additional federal tax.”
33. According to reports, Biden is planning to propose even greater tax hikes, raising taxes on capital gains to over 43%.
34. According to administration officials, he is showing an increased openness to a carbon tax.
Biden’s Proposal Is Not An Infrastructure Package
35. Only 7% of the spending of Biden’s proposed “infrastructure” package is for roads, bridges, highways, airports, waterways, and ports.
36. His administration has lied about the job creation that’s possible under his infrastructure plan. Even CNN and The Washington Post called Biden out on misleading the American people on job predictions.
37. In terms of Biden’s broader Green New Deal agenda, The Washington Post and Associated Press have noted that many of Biden’s proposals will destroy more jobs than they create, and create jobs that pay less than the jobs they destroy.
39. The Biden administration is promoting a business that Energy Secretary Jennifer Granholm is actively invested in to the tune of millions of dollars. Granholm is set to profit off of the hundreds of billions of dollars of taxpayer money Biden wants to spend as part of his infrastructure package.
On Schools, Biden Has Put Special Interests First
40. Biden repeatedly campaigned with American Federation of Teachers boss Randi Weingarten, who is leading the anti-science charge to keep America’s schools closed. Now that Biden is president, he has refused to call out the group.
41. Biden has caved to Democrat special interest groups at the expense of millions of children and families across America, even though the science shows that keeping schools closed has devastating effects on the mental health, social and economic situation, and academic achievement of children.
42. His stimulus bill put special interests before schools. The $1.9 trillion wish list only spends $6 billion, 0.3% of the bill, on K-12 schools this fiscal year with NO REQUIREMENT that they reopen.
44. Biden has conceded he has no plan to open high schools.
Biden Is Refusing To Speak Out Against The Growing Anti-Police Rhetoric In The Democrat Party.
45. The Biden administration has refused to condemn anti-police comments from Democrat members of Congress.
46. Press Secretary Jen Psaki refused to condemn Maxine Waters’ inflammatory comments around the Chauvin trial that “we’ve got to get more confrontational.”
47. When Nancy Pelosi repeatedly defended Waters’ call for confrontation, Biden kept silent.
48. When every House Democrat voted to endorse Waters’ call for protestors “to get more confrontational,” Biden refused to speak out.
Biden’s Flip On Court Packing
49. Even though Biden criticized court packing for decades (check out these comments from 1983, 2005, and 2019), he has refused to speak out against House and Senate Democrats abandoning decades of bipartisan agreement by proposing court packing legislation.
50. He is even going a step further and actually establishing a court-packing commission.
Biden Says Goodbye To Bipartisanship & Hello To Extremism
51. Despite his campaign promises Biden is rejecting bipartisanship in favor of a hyper-partisan process to pass trillions in spending without Republican support.
53. He has resorted to governing through executive order, issuing far-left decrees at breathtaking speed.
55. Biden declared that “no amendment to the Constitution is absolute” when discussing the 2nd amendment.
57. Despite promising unity and compromise on the campaign trail, the only unity Biden has shown is with Xi Jinping and Vladimir Putin. He has spoken to Xi and Putin more times than Republican leaders Mitch McConnell and Kevin McCarthy.
Biden’s Georgia Boycott
60. Aided and abetted by misinformation peddlers like Stacey Abrams, Biden encouraged a boycott of Georgia.
61. Thanks to Biden’s lies about a law that actually expands voting opportunities, Georgia’s Cobb County is set to lose more than $100 million in tourism revenue.
62. What’s worse, Biden supported the boycott KNOWING it would hurt Georgia’s businesses and workers the most.
63. After Democrat Raphael Warnock admitted to spreading misinformation about the Georgia law, Biden is rallying with the senator in Atlanta tomorrow. Biden should apologize to Georgians instead.
Biden Backs The Democrats’ H.R. 1 Power Grab
65. By supporting H.R. 1, Biden is supporting a bill that would force states to allow paid party operatives to harvest ballots.
66. H.R. 1 would also threaten freedom of speech by turning the FEC into a partisan organization.
Biden Embraces Far-Left Spending Proposals & A Minimum Wage
67. Biden has dedicated trillions in wasteful spending for progressive pet projects.
69. Biden is backing a $15 federal minimum wage mandate, which the CBO says could eliminate up to 3.7 million jobs.
70. He is pushing defense cuts in his budget.
Biden Is Caving To America’s Enemies
71. Biden has refused to criticize Xi Jinping, even saying he didn’t “mean it as a criticism” when he called Xi undemocratic.
72. When discussing China’s human rights abuses, Biden downplayed those concerns, saying “culturally there are different norms.”
73. Biden is failing to confront China, with Psaki even saying Biden is “not in a rush” to counter China.
74. And in yet another broken campaign promise, Biden has not confronted China over COVID-19’s origins
75. In a patten of appeasing America’s enemies, Biden is caving to Iran.
Biden Is Now A Pro-Abortion Extremist
76. Biden rescinded the Mexico City policy, forcing American taxpayers to fund abortions overseas.
77. Biden’s HHS Secretary Xavier Becerra has a history of attacking religious freedom, and during his hearing, he refused to rule out using taxpayer funds to pay for abortions and defended his past votes supporting the horrific practice of partial birth abortion.
Obamacare & Biden’s Government Takeover Of Health Care
78. Biden has repeated Barack Obama’s “lie of the year” on health care, and now as president he is bringing those lies back to Washington by working to reinstitute Obama’s terrible health care polices.
80. In his time as president, he has worked to expand Obamacare as he proposes a further government takeover of healthcare. A Navigant study found that Biden’s health plan could threaten more than 1,000 rural hospitals across 46 states.
On Operation Warp Speed, He’s The Lying, Plagiarist In Chief
82. Thanks to the previous administration’s development and distribution plan under Operation Warp Speed, which Biden has falsely tried to claim credit for, millions of Americans have been vaccinated.
84. In September President Trump pledged: “Millions of doses will be available every month, and we expect to have enough vaccines for every American by April.” It tuns out, he was right, and we have Operation Warp Speed to thank.
85. Biden has failed to apologize for his statements spreading doubt about the vaccine which he made on the campaign trail last year.
Biden’s COVID $1.9 Trillion Bill Was A Far-Left Boondoggle
86. Biden’s $1.9 trillion boondoggle was not a “relief” bill.
87. Through Biden’s boondoggle, Democrats insisted on sending nearly $2 billion dollars in stimulus checks to prisoners, including violent felons like the Boston Marathon Bomber. Democrats blocked an amendment to restrict the stimulus payments when ramming through their partisan legislation.
88. In fact, hundreds of billions of the Democrats’ “relief” will not be spent for up to a decade from now.
Republican Coronavirus Policies Worked, Now Biden Wants To Rewrite History
89. Biden is trying to rewrite history on the coronavirus. After criticizing the Paycheck Protection Program and repeatedly visiting businesses that received PPP loans under President Trump, Biden baselessly claimed credit for their success.
90. After gaslighting the American people during the campaign, he proceeded to plagiarize the Republican’s coronavirus response at every turn, all while lying about the Trump administration’s robust COVID response.
Biden Gives The Worst Governors In The Nation A Pass
92. Biden has failed to take responsibility for being one of Andrew Cuomo’s biggest cheerleaders. Biden even declared: “Your governor in New York’s done one hell of a job. I think he’s the gold standard.” What was Biden declaring the “gold standard?” Anti-science nursing home orders that led to thousands of deaths, rewriting reports to hide the higher death toll, and a cover-up in the face of a federal investigation so the data would not be “used against” the Cuomo administration.
93. During the campaign, Biden repeatedly applauded Whitmer’s terrible approach to the coronavirus, and now as we keep learning more about how awful her response truly was, he has refused to backtrack his endorsement of Whitmer. The policies Biden endorsed? Renewing devastating nursing home orders three times, refusing to release the data on nursing home deaths, and buying the silence of her former health director with a $150,000 taxpayer-funded confidentiality agreement.
94. Biden won’t insist hypocritical governors like Gavin Newsom open their economies. America can only recover economically if we allow our businesses to open, but instead of standing up to governors whose lockdowns are hurting Americans, Biden continues to take a backseat.
An Opaque Administration Where One Has To Wonder Who Is Setting Policy
95. The Biden administration is one of the least transparent in history, continually ignoring questions from the press.
96. Joe Biden holds the modern record for the number of days it took a president to hold his first press conference.
97. Biden has not kept his promise on ethics agreements, facing mounting pressure to disclose the ethics agreements of his appointees.
98. After establishing a cap on refugees not in line with the desires of his far-left base, Biden then backtracked and claimed that he didn’t say that the cap was “justified.”
99. Remember when Biden was silent as his press secretary claimed for days that his reopening goal was only 50% of the schools for one day a week? Was he just not paying attention all that time?
Joe Biden’s presidency has been one stumble after another. It has only been 100 days, and the American people are already paying a steep price for his failures
How this pernicious ideology rejects rational inquiry and objective truth.
On September 22, 2020, President Trump issued Executive Order 13950, “Combating Race and Sex Stereotyping.” The order contained the kind of emotionally charged language about critical race theory that is seldom seen in these legalistic documents: “This ideology is rooted in the pernicious and false belief that America is an irredeemably racist and sexist country; that some people, simply on account of their race or sex, are oppressors; and that racial and sexual identities are more important than our common status as human beings and Americans.”
The order quoted from training materials being used by government agencies and from statements of the agencies themselves, such as this from the Treasury Department: “Virtually all White people, regardless of how ‘woke’ they are, contribute to racism.” The department, according to the order, “instructed small group leaders to encourage employees to avoid ‘narratives’ that Americans should ‘be more color-blind’ or ‘let people’s skills and personalities be what differentiates them.’” Trump’s order was revoked by President Biden on his first day in office.
By this time, however, the ideas that had prompted Trump’s concerns had already begun to disturb the lives of the American people who encountered them. In a suit filed in the U.S. District Court for the District of Nevada on December 20, 2020, Gabrielle Clark, the mother of William Clark, a twelfth-grader in a Nevada charter school, complained about the school’s refusal to accept her son’s objection to what was being taught in a recently revised civics course. Ms. Clark, a widow, is black. Her son’s father, however, was white, and her son was light-skinned enough to be considered white.
In her complaint, Clark stated that a new curriculum at William’s school “inserted consciousness raising and conditioning exercises under the banner of ‘Intersectionality’ and ‘Critical Race Theory.’” “The lesson categorized certain racial and religious identities as inherently ‘oppressive,’ . . . and instructed pupils including William Clark who fell into these categories to accept the label ‘oppressor.’”
Despite Clark’s and her son’s objections to what he was being required to admit about himself and his racial heritage, the school insisted that he take this course and gave him a failing grade — imperiling his chances for college admission — because of his refusal to admit that he harbored the views that were being pressed upon the class.
The remarkable thing about the school’s attitude was its refusal to recognize a student’s objection to the characterization of his personal views. As we will see, this is an insignia of what is now called critical race theory (CRT), which for reasons outlined below will not — actually cannot — accept any white person’s view that he or she is not a racist or oppressor.
Bari Weiss is a former employee of the New York Times, a highly educated and successful writer, who resigned from the staff of the Times in July 2020, with a letter to the publisher complaining of the development within the paper’s staff of a “consensus” that “truth isn’t a process of collective discovery, but an orthodoxy already known to an enlightened few whose job it is to inform everyone else.” Although Weiss has never publicly identified the “orthodoxy” she described in the letter, it is clear from her actions later that it is the same “divisive concepts” identified by Trump in his executive order and described in Gabrielle Clark’s complaint.
Since then, Weiss has taken up the cause of showing how widespread and dangerous these ideas have become. In a memorandum to her mailing list on March 10 this year, Weiss described the predicament of affluent parents in Los Angeles who see their children being indoctrinated with ideas about critical race theory but don’t protest, for fear of being called racists themselves.
In its way, this is as extraordinary as Trump’s executive order and the refusal of William Clark’s school to accept his protest that he is not a racist. This Los Angeles parents’ group, Weiss wrote, “is one of many organizing quietly around the country to fight what it describes as an ideological movement that has taken over their schools. . . . They are all eager for their story to be told — but not a single one would let me use their name. They worry about losing their jobs or hurting their children if their opposition to this ideology were known.” Another said her son begged her not to talk to Weiss. “He wants to go to a great university, and he told me that one bad statement from me will ruin us. This is the United States of America. Are you freaking kidding me?”
In February 2021, Jodi Shaw, a white female employee of Smith College, resigned, accusing the school of creating a “racially hostile environment” for white people. The incident that produced this reaction occurred in 2018, when a black student was found eating her lunch in a room that was not supposed to be in use. The janitor and the security staff, both white, had advised her to leave and, according to all reports, had acted properly. They were dismissed by the school after the student’s complaint of racism. The school then began a series of initiatives that were intended to eliminate “systemic racism” on campus.
This was not the end of the matter. On March 22, 2021, an organization called “1776 Unites” also wrote a letter to Smith president Kathleen McCartney:
We, the undersigned, are writing as Black Americans to express our outrage at the treatment of the service workers of Smith College. . . . Before investigating the facts, Smith College assumed that every one of the people who prepare its food and clean its facilities was guilty of the vile sin of racism and forced them to publicly ‘cleanse’ themselves through a series of humiliating exercises in order to keep their jobs. Smith College offered no public apology to the falsely accused and merely doubled down on the shaming of its most vulnerable employees.”
For purposes of this essay, the key element in the Smith episode is the failure of the college president to apologize publicly or privately to Jodi Shaw or the white service workers who lost their jobs without good reason. It reflects an uncompromising and unreasoning attitude that accompanies every example of how critical race theory is implemented. No quarter is given, as though no wrong was actually done. It’s as though the individuals involved are not of any importance — just the principle that “racial justice” be achieved. This is a characteristic of totalitarian ideas, and hostile to the concern for individuals that has always characterized classical liberal thinking in the United States.
Why This Is Different
What is happening in the U.S. today, however, is different from ordinary leftist bias. Even where the progressive Left is dominant, its members usually claim that open debate is a good thing. This is not the case with programs like critical race theory. There, as in the examples above, reason and compromise are abjured.
Where did this attitude come from?
It would not be surprising to find in this a link to Marxism, a belief system that does not depend on facts or evidence but asserts that capitalism is at the root of society’s evils, including racism. It’s likely that what we are seeing in the rise of critical race theory is a transmuted form of Marxism, characterized by the same rigidity of outlook but with an updated or modernized complaint about the society and social system it is attacking.
In Cynical Theories, a book on the rise of CRT, authors Helen Pluckrose and James Lindsay lay the ultimate responsibility for the rigidity of CRT and related ideas at the door of an academic community that has become enthralled to a new philosophy called “postmodernism.”
A New Secular Religion Evolves
“Postmodernism first burst onto the intellectual scene in the late 1960s,” Pluckrose and Lindsay write, “and quickly became wildly fashionable among leftist and left-leaning academics.” In principle, it denied that truth was discoverable through reason and emphasized the importance of ideology. “The idea that we can come to know objective reality and that what we call ‘truth’ in some way corresponds to it were placed on the chopping block.”
This cynical view turned activist in the 1980s. Postmodernists tried to use this philosophy for “activism on behalf of women and LGBT and, in the United States, the Civil Rights movement . . . just as disillusionment with Marxism — until then, the main, longstanding leftist social-justice cause — was spreading through the political and cultural left. Given the catastrophic results of communism everywhere it had been put into practice, this disillusionment was well founded and radically altered the worldviews of leftist cultural elites.”
It is ironic that although American progressives have eschewed Marxism and its offshoots for well over a century, they should now have fallen in love with a successor to Marxism that is at least as radical and intractable. The difference is that critical race theory and related notions present themselves not as political theories but as purely social ideas.
Many things changed as postmodern theory turned to activism. Pluckrose and Lindsay write that
teaching became a political act. . . . In subjects ranging from gender studies to English literature, it is now perfectly acceptable to state a theoretical position and then use that lens to examine the material, without making any attempt to falsify one’s interpretation by including disconfirming evidence or alternative explanations. Now, scholars can openly declare themselves to be activists and teach activism in courses that require students to accept the ideological basis of Social Justice as true and produce work that supports it.
Obviously, where CRT is taught, it seals off all counterarguments and requires that whites accept the views of nonwhites about the realities of what nonwhites have experienced. No one, CRT proponents argue, who has not actually experienced racism as a black or brown person can claim not to be a racist, because no one who has not experienced racism can fully comprehend what it means.
This attitude inverts the truth, disrupts honest discussion between races, and denies any role for reason. In other words, the more a white person denounces racism and claims not to be a racist, the clearer it is, in critical race theory, that he or she is a racist. It should be obvious how this deceptive argument might be persuasive with young people in elementary school, high school, and even college who have not experienced much of the world and are taken in by this kind of argumentation from teachers or professors.
Wokeness and Reason
The denial of any role for reason or evidence appears to be at the very root of Marxism, postmodernism, CRT, and “wokeness.”
It is both stunning and appalling that critical race theory, a belief system that denies the values that have come down to us from the Enlightenment, can gain ground in 21st-century America. The pessimistic view is that societies, even those well-educated and culturally advanced, sometimes spin out of control over ideas that in retrospect seem lunatic. That happened in Germany in the last century. The support for unreason today in the academy, among university students, and in media such as the New York Times is a truly bad sign.
On the other hand, most Americans are not yet aware of what is happening among the elites and the threat it ultimately poses to democracy. When they realize what is being taught to their children, by large corporations to their staffs, or to the federal workforce, there could well be the kind of reaction that prompted Trump’s executive order. Until then, it remains a hope.
If approved, rule would funnel federal money to antiracist groups
The Biden administration this week proposed a rule that would encourage public schools to adopt radical, racially driven curricula in American history and civics classes.
The Department of Education on Monday proposed a rule that would prioritize federal funding for education groups that help schools develop and implement antiracist teaching standards. If the rule takes effect, the Office of Elementary and Secondary Education would increase grants to woke groups across the country.
School districts in recent months have increased their efforts to weave critical race theory—the idea that America’s political and economic systems are inherently racist—into K-12 curriculum standards. The Education Department’s proposal signals the Biden administration’s support for this trend.
The rule would allocate federal funding for education contractors who work to “improve” K-12 curriculum by promoting “racially, ethnically, culturally, and linguistically responsive teaching and learning practices.” The rule would also require the Education Department to encourage social studies curricula that teach students about “systemic marginalization, biases, inequities, and discriminatory policy and practice in American history.”
The Education Department claims that the coronavirus pandemic and “ongoing national reckoning with systemic racism” make changes to the education system necessary. The proposal cites the New York Times‘s 1619 Project and antiracist scholar Ibram X. Kendi’s criticisms of American education.
“Schools across the country are working to incorporate antiracist practices into teaching and learning,” the proposal reads. “It is critical that the teaching of American history and civics creates learning experiences that validate and reflect the diversity, identities, histories, contributions, and experiences of all students.”
The proposal will undergo a month-long notice-and-comment period, during which interested parties can submit questions on the rule to the department. The department must respond to each individual comment prior to releasing a final draft of the rule, which can take months or even years depending on the number of comments received.
Christopher Rufo, a Manhattan Institute senior fellow who has documented the antiracist push in schools and federal institutions, told the Washington Free Beacon that this decision shows the Biden administration’s true colors.
“President Biden is structuring the Department of Education’s programs to incentivize critical race theory in America’s public schools,” Rufo said. “Biden campaigned as a moderate, but this decision would bring a radical and unpopular ideology into the classroom. The federal government should reject the principles of race essentialism, collective guilt, and neo-segregation, not encourage them in the public education system.”
The Biden administration’s move follows national trends to weave anti-American ideology into public schools. The Illinois State Board of Education in February approved a set of learning standards that asks teachers to “mitigate” behaviors that stem from “Eurocentrism” and “unearned privilege.”
California has considered adopting standards that teach kids to “resist” Christianity and other elements of the “Eurocentric neocolonial condition.” And the North Carolina State Board of Education in February adopted a new set of K-12 history curriculum that teaches high schoolers to “compare how some groups in American society have benefited from economic policies while other groups have been systematically denied the same benefits.”
Education Department to propose Title IX rule amendments, undo Trump-era protections for victims and the accused
Initiating what could be a years-long project to undo Trump-era protections for college sexual assault victims and the accused, the Biden administration on Tuesday launched its audit of Education Department policies outlining how universities handle sexual misconduct investigations.
The Department of Education’s Office for Civil Rights announced it would begin a “comprehensive review” of Title IX rules that prescribe how university administrators deal with sexual misconduct cases. In a letter to students and educators, the office requested input on the department’s Title IX regulations—specifically, the August 2020 rule changes implemented under former education secretary Betsy DeVos.
Tuesday’s announcement follows President Joe Biden’s March 8 executive order on sex and gender discrimination, which asked the department to undertake a complete review of Title IX policies. The department’s letter marks the first step toward dismantling DeVos’s rules—a process that could take months or even years through the notice and comment rulemaking process, as outlined by federal policies.
“Today’s action is the first step in making sure that the Title IX regulations are effective and are fostering safe learning environments for our students while implementing fair processes,” Education Secretary Miguel Cardona said in a statement. “Sexual harassment and other forms of sex discrimination, including in extracurricular activities and other educational settings, threaten access to education for students of all ages.”
President Joe Biden pledged to bring a “quick end” to DeVos’s Title IX rules during his campaign and faced pressure from progressive legal organizations to do so. DeVos’s changes drew ire from feminist activists because they allowed students accused of sexual misconduct to cross-examine their accusers through a third-party representative. The August 2020 changes also delegated misconduct cases that occurred off-campus to local authorities.
In addition to due process protections, DeVos established the first federally mandated protections for sexual assault victims on college campuses. University administrators are required to provide victims with necessary support—for example, allowing the student to change his or her class schedule and providing the victim with a chaperone.
The Biden administration on Tuesday began what could be a lengthy procedure to unravel DeVos’s rules. The Trump-era guidance replaced the Obama administration’s “Dear Colleague” letters, which provided a framework for university administrators to handle sexual misconduct cases. Unlike the Obama administration’s directions, the DeVos rules were added to federal law through a rulemaking procedure called the Administrative Procedures Act—a process that took nearly two years.
Those regulations could take just as long to undo. The civil rights office must respond to each public comment, as they requested in their letter. Secretary DeVos’s civil rights office received more than 124,000 separate comments during their 2018 Title IX review, which took 18 months to resolve.
Candice Jackson, a counsel in DeVos’s Office for Civil Rights, insisted that universities must continue to address sexual misconduct as outlined by federal law while the department proceeds with their investigation.
“[The Office for Civil Rights] should be applauded for initiating a review process that centers around public input,” Jackson, one of the architects behind the 2020 Title IX changes, told the Washington Free Beacon. “In the meantime, the current 2020 regulations continue to provide schools with clear, legally binding obligations that take sexual harassment seriously, promote educational access, and respect the constitutional rights of all students and faculty.”
Progressive legal groups pressured the Biden administration to act on the DeVos Title IX rules. Public Justice and the National Center for Youth Law filed a lawsuit in California last month on behalf of the Berkeley High School Women’s Student Union. The plaintiffs claim the DeVos regulations made it more challenging for schools to investigate sexual misconduct cases and therefore caused an uptick in sexual assaults.
The suit asked for a preliminary injunction that, if granted, would have suspended the Education Department’s enforcement of DeVos’s Title IX rules.
The Office of Civil Rights will conduct a hearing in the coming weeks to give the public additional opportunities to comment, after which the department expects to release a proposed rulemaking notice.
Fairfax County Schools recently ditched merit-based admissions process
A group of parents at the nation’s top high school is suing the county school board for adopting new admissions practices that would slash the number of incoming Asian-American students.
The Pacific Legal Foundation filed a complaint Wednesday on behalf of the Coalition for TJ, a parent organization at Thomas Jefferson High School for Science and Technology. In recent months, the Fairfax County School Board changed how students are admitted to the Alexandria, Va., magnet school in an attempt to boost enrollment of black and Hispanic students.
The coalition claims that the Fairfax County School Board’s newly adopted admissions processes are unconstitutional and would reduce the number of Asian-American students in the incoming freshman class by 42 percent.
In October, the Fairfax County School Board eliminated the merit-based entrance exam for the elite STEM-focused school. In December, the board limited the number of students each of the county’s middle schools can send to the high school. The lawsuit claims that this new process targets Asian Americans because the three Fairfax middle schools known for funneling students to Thomas Jefferson have predominantly Asian-American populations.
Thomas Jefferson is one of several U.S. high schools that have recently moved away from merit-based admissions in favor of practices that achieve desired racial quotas. Last month, the San Francisco Board of Education abandoned the admissions test for the city’s prestigious public high school in favor of a lottery system, claiming the former system “perpetuate[d] the culture of white supremacy.”
Harry Jackson, the parent of a black student at Thomas Jefferson High School, said that the new admissions process hurts gifted students in addition to Asian Americans.
“This is an attack on Asian Americans and on gifted education,” Jackson said at an online press conference on Wednesday. “It represents anti-intellectualism. Under the guise of trying to diversify Thomas Jefferson, they’re not doing anything to uplift the black and Hispanic community. It’s a targeted hit on the Asian community.”
Julia McCaskill, the parent of three students in Fairfax schools, said the district is blaming its failure to boost black and Hispanic enrollment rates on Asian Americans.
“Diversity is the goal for all of us and Thomas Jefferson does not belong to a certain race or group of people,” McCaskill said. “The lack of diversity of black and Latino students is a failure of the [school board], and instead of fixing those issues, they are focusing the hate on Asian Americans.”
Thomas Jefferson is a majority-minority high school. Roughly 70 percent of enrolled students are Asian. Another 20 percent are white and the remaining 10 percent comprises black, Hispanic, and other minority students.
Fairfax County Public Schools communications director Lucy Caldwell told the Washington Free Beacon that the district maintains that its new admissions process “continues to be race neutral and merit-based.” The district values diversity and says it contributes to the “richness” of education at Thomas Jefferson.
Although many lament the dark times for conservative ideas and the death of free speech, they should see this as an opportunity to break free of corrupted institutions.
In a recent edition of the Stanford Review, scholars Scott Atlas, Victor Davis Hanson, and Niall Ferguson wrote a statement defending themselves against the baseless attacks of leftist colleagues at Stanford University who accused them of encouraging extremism, conducting illicit opposition research, and causing the deaths of “tens of thousands” from COVID-19. Atlas then discussed the issue at a virtual student meeting.
These accusations are completely untrue and tied to an antisemitic activist who aligns himself with Antifa. Nevertheless, Atlas, Hanson, and Ferguson felt the need to make their case even if it’s unlikely they will face any real threat to their livelihoods or reputations, as the Hoover Institution and Stanford have backed them.
All of them are highly accomplished intellectuals who have amassed large followings. It is they who bring clout to Stanford, not the other way around.
The real tragedy here is that they have to bother explaining themselves at all. It’s beneath them. They could be writing books, articles, giving talks, and continuing their work, but now they have to waste time with nobodies. Even the leadership of Stanford could see this, which is why this effort to cancel fell flat. Unfortunately, as writer Jonathan Tobin explains, their survival of this cancellation attempt was an exception to the rule.
After all, who in the world is David Palumbo-Lieu, one of the four professors leading the charge against these conservative scholars? Has he spoken out against the blunders of the American government’s COVID-19 policy? Does his CV include so many well-written books and countless articles on a limitless range of topics? Did anyone see him on a popular television series celebrating the key successes of Western culture?
No, Palumbo-Lieu’s great work appears to be praising his students “who occupied and blocked the San Mateo Bridge at peak commuting hours, endangering lives, causing minor car crashes, and getting themselves arrested.”
This episode is reminiscent of the great theologian St. Augustine of Hippo exerting so much energy denouncing the Donatist heresy. Much like today’s left, the Donatists were intellectually bankrupt and frequently resorted to the same petty tactics of destroying their opponents’ reputations with slander, false accusations, and the intervention of corrupt politicians.
That Augustine wasted so much time with them means that he had less time to write another “City of God” or “On Christian Doctrine.” Tallied with every other instance of a great mind taking on what’s beneath him, this Stanford kerfuffle amounts to a great loss in progress. The world is shallower, less informed, and less healthy as a result.
So what should happen in these cases? How do the attempted cancellations stop? As Atlas, Hanson, and Ferguson demonstrate, it isn’t through compromise or complaining; rather, it is through excellence. As the saying goes, success is the best revenge against one’s enemies. It is also the best way to overcome cancel culture.
This doesn’t mean that defending free speech is not important, but it shouldn’t become a fixation. Otherwise, it can detract from the work of building a competing culture and undermine the very reason to preserve free speech itself.
Free speech is the means, not the ends. This point is sometimes lost when people respond to yet another canceling or instance of censorship. Because it seems like conservatives are constantly defending themselves, they end up making the same points repeatedly and struggle with moving forward. As such, leftists can dismiss conservatives for having “no content,” no vision of what they want.
What results is a growing despair over free speech. If the fruits of free speech are partisan mudslinging and rehashing the same arguments, many people stop seeing the point of protecting the freedom to express one’s views.
It also doesn’t help that the left always frames these debates over free speech as about hate speech and misinformation, never around truth and reason. As a result, conservatives have to defend themselves from being called white supremacist Nazis or crackpot conspiracy theorists while leftists tell (often fabricated) sob stories about the many victims of conservative speech.
Since this is what seems to prevail, most people, particularly young people, simply shrug and give up the fight. If this is what free speech looks like, even if conservatives are right and progressives are wrong, it still seems mostly frivolous and needlessly stressful. Like the villain Cypher in “The Matrix,” they prefer to accept that their lies go unchallenged and declare, “Ignorance is bliss.”
This doesn’t mean that Atlas, Hanson, and Ferguson were wrong to write their statement, nor does it detract from their point about free speech. It’s just a shame that they and so many others have to worry about this kind of thing. Rather, Stanford should worry that their best people feel the need to speak out in this fashion.
It’s time to think bigger. Change will only happen when conservatives have their own Stanfords. If elite universities want to go down the paths of critical race theory, social justice activism, and an abandonment of standards, conservatives should build and support alternatives.
As Arthur Milikh points out on last week’s American Mind podcast, conservatives need to stop slamming Ivy League universities only to confer their respect on these places in the next breath. Instead, they need build their own equivalent and dominate. Otherwise, these places won’t change. One would think that the very people who support movements like school choice would understand this.
In all of her novels, Ayn Rand spoke exactly to this problem and offered a vision of what could happen. Whether it’s “Anthem,” “The Fountainhead,” or “Atlas Shrugged,” the primary conflict was always the same: a protagonist is a brilliant creator, but he lives in an envious world that seeks to tear him down.
How does the protagonist resolve this? Not only by making impassioned speeches (although, admittedly, there are few of those), but by continuing to create on his own terms and let his excellence carry the day. Conservatives today need their own version of Galt’s Gulch.
Although many lament the dark times for conservative ideas and the death of free speech, they should see this as an opportunity to break free of corrupted institutions. There is a dearth of excellence that needs to be filled.
Instead of enlisting the best and brightest conservatives for defending conservatism, conservatives should defend their best and brightest so that they can be left free for excellence. That means giving them space and time to do their work, understanding that this is the whole purpose behind preserving freedom. Not only conservative ideas, but the country and the culture, will be all the better for it.
Parents across the country are increasingly tired of fights between school-district leaders and teachers’ unions over whether classrooms should open for in-person instruction.
Extended public-school closures and one-size-fits-all school systems have provided free advertising for school choice over the past year. Parents across the country are increasingly tired of fights between school-district leaders and teachers’ unions over whether classrooms should open for in-person instruction. And as their children’s learning continues to suffer, they are increasingly desperate for more options. Their desperation might just make school choice more popular, even after the pandemic is behind us.
One key factor driving parental exasperation is the obvious contrast between what public schools have done during this period and what private schools have done. While public schools in many cities remain closed, private schools and daycare centers have been fighting to safely reopen their doors for months. In fact, private schools in Kentucky went all the way to the Supreme Court to fight for the right to provide in-person services to their customers. A private school in Sacramento County, Calif., even rebranded itself as a “daycare” by training its employees as child-care workers in an attempt to get around the government’s arbitrary closure rules. Nationwide and state-specific data confirm that private schools have been substantially more likely to reopen in-person than nearby public schools. And four rigorous studies have each found that public-school districts with stronger teachers’ unions have been significantly less likely to reopen in person.
Even more frustrating, there is no major medical reason for this disparity. In fact, keeping schools closed for in-person instruction flies in the face of the science. Last month, Center for Disease Control (CDC) researchers reported in the Journal of the American Medical Association that “the preponderance of available evidence from the fall school semester has been reassuring” and that “there has been little evidence that schools have contributed meaningfully to increased community transmission.” In New York City, for example, the latest positivity rate reported in schools was less than a tenth of the positivity rate in the overall community. Additional studies from other countries — including Sweden, Ireland, Norway, and Singapore — similarly suggest schools are not major contributors of community spread. UNICEF also reported that “data from 191 countries show no consistent association between school reopening status and COVID-19 infection rates.”
Yet certain examples of public-school behavior are particularly egregious even by these standards. For instance, while some public K–12 providers insisted on keeping classrooms fully remote, they were opening the same school buildings for in-person childcare services and charging families hundreds of dollars per child per week out of pocket. If the schools could reopen for in-person childcare services, why couldn’t they open for in-person learning? And more recently, a Chicago Teachers Union board member was caught vacationing in Puerto Rico while rallying teachers on social media to not return to work in person. But if was safe enough to travel to another country and vacation in person, then why wasn’t it safe enough to return to work in person?
Of course, some high-risk teachers have real health concerns and are looking for good-faith ways to make schools safer for them to be in. Unfortunately, unions have largely taken an all-or-nothing approach to their demands for reopening. In fact, many teachers’ unions across the country have been fighting to remain closed since the start of the pandemic. The public-school monopoly sought to protect itself at the expense of families as soon as the lockdowns began last March. The Oregon Education Association successfully lobbied that same month to make it illegal for families to switch to virtual charter schools. The Pennsylvania Association of School Administrators lobbied for the same thing that month to prevent desperate families from taking their children’s education dollars to schools that had years of experience operating virtually. California took similar action by passing a bill that effectively prevented families from taking their children’s education dollars to public charter schools.
That’s not the only evidence that some teachers’ unions often prioritize politics and power over the needs of families. Take a look at some of their demands. In their report on safely reopening schools, the Los Angeles teachers’ union called for things unrelated to reopening schools, such as defunding the police, Medicare-for-All, a wealth tax, and a ban on charter schools. At least ten teachers’ unions joined with the Democratic Socialists of America to hold a “National Day of Resistance” to “Demand Safe Schools” on two occasions in less than a year. Included in their list of demands, in addition to more funding and staffing, were police-free schools, rent cancelation, unemployment benefits for all, and a ban on standardized tests and new charter schools.
Meanwhile, families have been left scrambling for nearly a year now and many children are falling behind academically, mentally, and physically. After all this, parents are beginning to realize that it is time for a change in the relationship between students and schools. They’ve recognized that it does not make any sense to fund closed school buildings when we can fund students directly instead. Think of it this way: If a grocery store doesn’t reopen, families can take their money elsewhere. If a school doesn’t reopen, families should similarly be able to take their children’s taxpayer-funded education dollars elsewhere. After all, education funding is supposed to be meant for educating children, not for protecting a particular institution.
Recent nationwide polling from RealClearOpinion Research found that support for the concept of school choice jumped ten percentage points in just a few months — from 67 percent in April to 77 percent in August 2020 — among families with children in the public-school system last year. Another national survey conducted by Morning Consult found that support for several types of school choice — education savings accounts, vouchers, tax-credit scholarships, and charter schools — all surged between the spring and fall of 2020. The same national poll found that 81 percent of the general public — and 86 percent of parents of school-aged children — now support funding students directly through education savings accounts.
These initiatives allow families to take a portion of their children’s K–12 education dollars, which would have otherwise automatically funneled to their residentially assigned public-school district, to cover the costs associated with any approved education provider, such as private schooling, tutoring, homeschooling, microschooling, and “pandemic pods.” And, of course, families would still be able to take all of their children’s education dollars to their residentially assigned public school if they prefer.
It isn’t just voters who are changing their minds. Legislators in at least 23 states have introduced bills in the past two months to fund students instead of systems. Five of these states — Arizona, Iowa, Indiana, West Virginia, and Kansas — have already passed school-choice bills out of a chamber, and three others — Florida, Missouri, and South Dakota — have passed bills out of committees.
Language in some of this new legislation also suggests that the push to fund students instead of systems is the direct result of the inability or unwillingness of some teachers’ unions and school systems to reopen in person. Legislators in states including Utah, Maryland, and Illinois introduced bills to allow families to take their children’s education dollars elsewhere if their public schools didn’t reopen in person. The proposal to fund students directly in Georgia includes several eligibility categories — one of which happens to be for students assigned to public schools without full-time in-person instruction. Congressman Dan Bishop also introduced federal legislation to allow families to take some of their children’s K–12 education dollars to private providers if their public schools don’t reopen in person.
The good news is that teachers’ unions and others who oppose safe in-person instruction have done more to advance school choice in the past year than anyone could have ever imagined. The pandemic has revealed the main problem with K–12 education: There is a massive power imbalance between the public school system and individual families.
Families have always gotten the short end of the stick on K–12 education. But it’s more obvious now than ever, and families are figuring out they’re getting a bad deal. The only way that we’re ever going to fix that uneven power dynamic is to give families real options by funding students directly.
It’s about time we get our priorities right and fund students, not systems.
Iowa is considering legislation that would fund students directly to allows more families to access educational alternatives.
As the COVID-19 pandemic and school reopening battles across the country prompt families to search for alternative educational options for their children, school choice policies are increasingly being looked at as a solution.
This is happening nowhere more prominently than Iowa, where a bill to enact an education savings account program has passed the State Senate and is being considered in the House. But the proposal has also sparked substantial debate, the kind that tends to feature a lot of anti-school choice myths. Iowans cannot afford to let these myths block better educational opportunities for their children.
At the heart of Senate File 159 is the creation of new “Student First Scholarship” education savings accounts, into which the state would deposit funds. Eligible families could use the funds for private school tuition, like a traditional voucher, but also for myriad other educational uses, including after-school tutoring, therapy for children with disabilities, and more. Students in public schools flagged for poor performance would qualify for the scholarship and have around $5,200 put into their education savings accounts each year.
A common concern is that such a program would “siphon” money from cash-strapped public schools, hurting the children left behind. As the Des Moines Register editorialized, calling for choice “is an attempt to put lipstick on the pig of siphoning taxpayer money from public schools to funnel to private schools.”
At first blush, that may seem like a reasonable concern: having state dollars following a child to another education provider could, indeed, leave a public school with fewer funds. But that is not siphoning. It is connecting the money to the people it is most supposed to serve — children — and the funds only leave if a family has found an education provider it prefers.
Look at it this way: A family taking money for their child’s education from a public to a private school no more siphons dollars from a public school than choosing to go to Price Chopper siphons from Hy-Vee. Pell Grants similarly do not “siphon” money from community colleges just because they can be used at private universities chosen by students.
Education funding should not belong to any particular institution. It is meant for educating children.
Moreover, since only state funding would follow a child, a lot of money would stay with the public school, increasing resources for each child remaining in the public school. With Iowa spending an estimated $13,774 per public-school student according to the Census Bureau, a $5,200 savings account deposit would leave money behind.
Imagine if Hy-Vee were able to keep most of your grocery budget after you started shopping at your preferred Price Chopper. That would be a fantastic deal for Hy-Vee. The public schools similarly get to keep large sums of money for children they are no longer educating.
Perhaps the per-pupil financial gain for public schools is one reason research has found that in regions where there is more private school choice, public schools perform better. Or perhaps public schools’ improvements have to do with competition — as schools have to up their game when someone else could get their funding. Regardless, 26 of 28 studies on the topic find that school choice leads to better outcomes for children who remain in public schools.
It is the proverbial rising tide that lifts all boats.
And let’s be clear: Anti-choice myths disproportionately prevent the least advantaged from having educational options. The most advantaged families already have school choice. They can afford to live in neighborhoods that are residentially assigned to the best public schools. They can afford to pay out of pocket for the costs of private education.
Funding students directly allows more families to access educational alternatives. School choice is an equalizer.
Ultimately, the need for choice is simple: It is unfair to have a child’s ZIP code determine their future. Iowa should fund students, not institutions.
Despite admin pledge to reopen schools, nominee sides with unions to keep San Diego public schools closed
President Joe Biden’s pick to be deputy secretary of education is still fighting to keep students out of the classroom in San Diego, where she’s school superintendent.
Cindy Marten, the longtime superintendent of the San Diego Unified School District, has been a vocal opponent of bringing back in-person instruction for public school students. The district had pledged to give a timeline for reopening on Jan. 13, but Marten failed to follow through, announcing after the deadline that no date for return will be set.
“Despite the progress that is being made and all of the best efforts of all of our employees, it’s important that we recognize that the virus continues to spread and it’s out of control in our communities,” Marten said. “This is not the time to let up on our efforts to defeat this deadly virus.”
Marten’s refusal to set a timeline for schools to reopen is in direct contradiction with Biden, who has vowed to have schools reopen within the first hundred days of his presidency. Dr. Anthony Fauci, Biden’s chief medical adviser, has said the government’s “default position” should be to get kids back in the classroom.
Recent peer-reviewed studies confirm that transmission of COVID-19 in schools is “extremely rare,” but teachers in some of the biggest districts in the country continue to resist going back to the classroom until there is mass vaccination of both teachers and students.
Former San Diego county supervisor Kristin Gaspar, a Republican who lost her district race in November, praised Marten’s “passion” for her work but said she has been hamstrung by her commitment to pleasing the unions.
“Superintendent Marten should be praised for her passion at the reins of San Diego schools,” Gaspar told the Washington Free Beacon. “Unfortunately, Marten has consistently favored the loudest voice at the decision-making table, and that is the teachers’ union. It’s alarming to us as parents to witness the strong influence of labor unions on the continued closure of public schools.”
As she works to keep public schools closed, Marten, who also serves on the board of the California Teachers Association benefits organization, continues to make over $300,000 in the taxpayer-funded role, between salary and benefits. While San Diego’s public schools continue their restrictions on in-person education, a majority of their private counterparts have opened their doors for in-person learning. A November survey found that 84 percent of San Diego students in private schools are attending in person to varying degrees, compared with only 32 percent of those in San Diego public schools.ADVERTISING
The actual curriculum of San Diego Unified School District’s classes may pose additional hurdles to Marten’s nomination. A report from the City Journal found that, amid a global pandemic, the district has prioritized abolishing deadlines for homework, mandating diversity trainings where teachers were told they are guilty of “spirit murdering” black children, and instituting an ethnic studies curriculum.
Five years into her tenure as superintendent, a Voice of San Diego report found that “gains have been incremental and difficult to measure” and that “the achievement gap Marten pledged to tackle at the outset has gone virtually unchanged.” Katrina Hasan Hamilton, the local NAACP education chair, criticized Marten’s “historical pattern of allowing the excessive suspension and expulsion of black students in San Diego.”
Marten has received support from her fellow California Democrats, including Tony Thurmond, California’s superintendent of public instruction, who has made institutionalizing sex education a priority from kindergarten onward.
Gaspar said she hopes Marten will reverse course if confirmed as deputy secretary of education and make the well-being of children her top priority.
“The inability to open our schools has led to severe increases in anxiety, depression, higher incidences of child abuse, doubling of child sex trafficking, and a rapidly growing socioeconomic divide,” she said. “As deputy secretary of education, may Cindy Marten find the strength and grace to first prioritize the well-being of students across this country that will be entrusted to her care.”
Marten’s confirmation hearing has not yet been scheduled. Neither Marten nor the White House returned requests for comment.
An executive order on LGBT rights signed by President Joe Biden on Wednesday signals the start of a bitter cultural clash that will loom large over his presidency.
Biden’s directive broaches almost every aspect of domestic policy, from housing to refugee resettlement to transgender student athletes. The order requires every federal agency to make clear that civil rights laws banning sex discrimination also ban discrimination based on sexual orientation or gender identity, citing the Supreme Court’s landmark gay rights ruling in June 2020.
Many changes resulting from Biden’s order, like a ban on anti-gay discrimination in renting, are unlikely to cause controversy. Other mandates will accelerate long-simmering cultural disputes, like those allowing trans students to participate in women’s sports or use the bathrooms and locker rooms of their choice. While Biden says his focus is fixed on the coronavirus pandemic and economic stimulus, cultural conflict is poised to play a defining role in the coming years of his presidency.
The Supreme Court decision in Bostock v. Clayton County is the basis for Biden’s directive. Title VII of the Civil Rights Act bans discrimination “because of sex” in employment. The question for the justices was whether that sex discrimination ban also covers sexual orientation and gender identity. A six-justice majority led by Justice Neil Gorsuch said it does. Gorsuch wrote that it is “impossible” to discriminate against LGBT workers without discriminating in some way “because of sex.”
Biden’s order says the logic of Bostock—that discrimination against LGBT people is necessarily discrimination “because of sex”—should apply to every other federal law and regulation that bans sex-based discrimination. The order thus requires any agency that enforces statutes banning sex discrimination to likewise prohibit bias against LGBT people.
For example, the Department of Housing and Urban Development administers a sex non-discrimination law called the Fair Housing Act. Under Biden’s order, HUD will enforce that law to ban LGBT bias when selling homes or renting apartments. The Immigration and Nationality Act likewise promises assistance to refugees regardless of sex, meaning Biden’s order also guarantees protections for gay and transgender migrants.
All told, the list of forthcoming changes is a long one.
“Biden’s executive order is the most substantive, wide-ranging executive order concerning sexual orientation and gender identity ever issued by a United States president,” said Alphonso David, president of the Human Rights Campaign. “By fully implementing the Supreme Court’s historic ruling in Bostock, the federal government will enforce federal law to protect LGBTQ people from discrimination in employment, health care, housing, and education, and other key areas of life.”
While many new policies will likely enjoy broad support, some may inflame the hottest cultural disputes. Biden’s Education Department will be a flashpoint.
The Education Department administers Title IX, which bans sex discrimination in federally-funded schools. The department, consistent with Biden’s order, will make rules requiring any school that takes federal dollars to allow trans students access to their preferred bathrooms and locker rooms. Another rule granting trans-women access to women’s sports will almost certainly be promulgated. The order expressly contemplates those steps.
“Every person should be treated with respect and dignity and should be able to live without fear, no matter who they are or whom they love. Children should be able to learn without worrying about whether they will be denied access to the restroom, the locker room, or school sports,” the order reads.
Critics say those moves are tantamount to repealing Title IX, which was passed to put women on equal-footing with men in athletics.
“This isn’t equality, and it isn’t progress. President Biden’s call for ‘unity’ falls flat when he seeks to hold those receiving federal funds hostage if they don’t do tremendous damage to the rights, opportunities, and dignity of women and girls,” said Alliance Defending Freedom lawyer Christiana Holcomb.
The Trump administration took the same view, arguing Bostock shouldn’t apply to Title IX because Title IX serves a different and unique purpose—protecting girls and ensuring equal athletic opportunities for women. Forcing women’s athletic leagues to accept transgender competitors would defeat the law’s purpose, the Trump Education Department argued in a 2020 memorandum.
In the months following Bostock, two federal appeals courts sided with transgender students challenging bathroom access policies, an early indication that many courts are ready to apply the case to education.
Implementing Biden’s order will take time. In the short term, agencies will issue advisory notices to forewarn employees or industry leaders about the new enforcement practices. That will give schools, banks, and employers time to implement changes on their own without formal government action.
Agencies will then move to enshrine the new policy in an official rule. Crafting rules is time-consuming. Agencies must give adequate notice of a change and allow a public comment period. Settling the finer points is likewise slow work, often involving officials from different parts of the government. For example, former education secretary Betsy DeVos rescinded an Obama-era “Dear Colleague” letter on campus sexual assault in 2017, but a long-promised rule setting due-process requirements for campus tribunals wasn’t finalized until 2020.
And whatever changes are achieved may be stymied in court. Advocacy groups and Republican attorneys general are sure to file legal challenges to the new rules. It’s not clear if they’ll ask judges to halt Biden’s policies on a national basis. Conservatives castigated so-called nationwide injunctions during the Trump administration, though with Biden in the White House they may be back in style.
Justice Samuel Alito foresaw a long slog in his wide-ranging 54-page dissent in Bostock.
“Although the Court does not want to think about the consequences of its decision, we will not be able to avoid those issues for long,” Alito wrote. “The entire federal judiciary will be mired for years in disputes about the reach of the Court’s reasoning.”
States should broaden policies to support the school choice parents are demanding.
Nothing in the historical record has disrupted American schools quite like COVID-19. Millions of students will lose more than a year of classroom instruction. Only the most hopeful think schools will return to normalcy before next September. An entire generation can expect a drop in lifetime earnings of 5% to 10%, economists tell us. Even worse, social and emotional development have been stunted. Schools no longer provide eye and ear exams, nurse office visits, and ready access to social services. Children from low-income backgrounds are suffering the most.
Parents desperately search for alternatives. In affluent communities, neighbors have formed learning pods, with tutors and fellow parents sharing the instructional burden. Home schooling is on the rise. Families are shifting their children to private and charter schools. Entrepreneurial high school seniors are taking dual enrollment courses, hoping to finish high school and begin college at the same time. But too many children are occupying their time in other ways, with ever more high school students simply dropping out. Enrollment at public schools is falling by 5% or more. The opportunity gap is almost certainly widening between rich and poor children.ADVERTISING
But what happens after the vaccine arrives and the virus has been cornered? Will parents return to the status quo? Or are they going to demand more choices and greater control over their child’s education? Before COVID-19, nearly a third of all students attended a school of choice, including district-operated magnet schools (7%) other district options such as vocational and exam schools (6%), charters (6%), home schooling (3%), and private schools (8% using family and other private funds and 1% with school vouchers or tax-credit scholarships).
If parents have any say, the demand for choice is almost certain to increase. During the pandemic itself, parents reported teachers at charter and private schools were more likely to provide direct instruction. Loss of learning occurred everywhere, but it was less, parents said, at these schools of choice.
What state policies should govern choice practices in the coming decade? How can states ensure that choice facilitates, not hinders, equal educational opportunities? There is no one answer, as every state has its own history and geography. But as the COVID storm has raged, researchers at Stanford’s Hoover Institution came up with a few principles and recommendations that might serve as a guide.
Most important, school choice should reduce the achievement inequalities the pandemic has aggravated. Traditionally, choice has been mainly available to those who could afford to rent or buy a home in a neighborhood that had good schools.
Magnet schools were the first to break this connection between school and residence. To foster school desegregation, they offered specialized programs — math and science, performing arts, bilingual instruction, career and technical training — to attract students from all ethnic groups from all parts of the school district. Most studies indicate that, on average, students are learning more at magnets than in other district schools. In many cities, including Miami, Denver and New York, the magnet concept is being broadened to encompass the entire district. Every school is a school of choice. The schools that go unchosen are earmarked for special attention or may be closed for lack of enough students. States should facilitate more of these districtwide choice programs.
Charter schools — publicly authorized schools that operate under private auspices — are also broadening family options. In 2018 Texas charters served more than 330,000 students at nearly 800 schools, about 6% of all public school students.
Initially, studies showed little difference between the performances of students at charters and district schools, either in Texas or elsewhere. But recent studies show that cohorts of students who attend charters in Texas and nationwide are improving at twice the rate of students at district schools. The biggest strides forward are among African American students.
To facilitate their expansion, states can authorize more schools, but limit fiscal harms to school districts. In Texas and most other states, funding follows the child when the student moves either to a charter school or from one district to another. Although the fiscal policy makes sense, districts that lose enrollment still bear legacy costs, most importantly, pensions and medical benefits for retired employees. States can mitigate the political controversies by absorbing more of these legacy costs.
Some worry that charters undermine district-operated public schools by attracting the most engaged families. Fortunately, that has not happened so far: Recent evidence shows gains in student performance at district schools when they are competing with charters.
School segregation is another concern. But even though racial isolation remains widespread in most metropolitan areas, a recent study by the liberal Urban Institute finds that choice has little effect on the racial composition of schools, one way or the other.
Still, there is much that state policymakers can do to make sure that school choice enhances equal opportunity. Charter schools can be placed in locations that foster integration. States can fund transportation costs for all students, no matter what school they attend. That is both efficient and equitable. And once legacy costs are protected, choice of school should not be skewed by favorable funding for one type of school rather than another.
Going forward, states should focus on middle and high schools. Research tells us that students in fourth grade public schools have been learning their letters and numbers as well or better than in the past. The challenge schools face comes with the onset of adolescence.
Achievement slippage is well underway by eighth grade, and it becomes increasingly severe as students proceed through high school. Rising high school graduation rates are mostly a function of easier grading practices and undemanding credit recovery courses, as shown by the astoundingly high dropout rates at community colleges. Half of all students just out of high school leave a two-year college within the first year.
Choice by itself will not solve the malaise that continues to plague too much of our educational system, especially in the middle and high school years. But if students are given a wide range of options, leading to multiple types of meaningful certificates, chances improve that young people will become more adequately prepared for what comes next. The COVID-19 crisis can become the equal opportunity moment.