When Students Change Gender Identity, and Parents Don't Know

This is outrageous. Nothing good will come of sidelining parents like this --- it's tantamount to having the state take your kid away from you.

At the New York Times, "Educators are facing wrenching new tensions over whether they should tell parents when students socially transition at school":

Jessica Bradshaw found out that her 15-year-old identified as transgender at school after she glimpsed a homework assignment with an unfamiliar name scrawled at the top.

When she asked about the name, the teenager acknowledged that, at his request, teachers and administrators at his high school in Southern California had for six months been letting him use the boy’s bathroom and calling him by male pronouns.

Mrs. Bradshaw was confused: Didn’t the school need her permission, or at least need to tell her?

It did not, a counselor later explained, because the student did not want his parents to know. District and state policies instructed the school to respect his wishes.

“There was never any word from anyone to let us know that on paper, and in the classroom, our daughter was our son,” Mrs. Bradshaw said.

The Bradshaws have been startled to find themselves at odds with the school over their right to know about, and weigh in on, such a major development in their child’s life — a dispute that illustrates how school districts, which have long been a battleground in cultural conflicts over gender and sexuality, are now facing wrenching new tensions over how to accommodate transgender children.

The Bradshaws accepted their teenager’s new gender identity, but not without trepidation, especially after he asked for hormones and surgery to remove his breasts. Doctors had previously diagnosed him as being on the autism spectrum, as well as with attention deficit hyperactivity disorder, PTSD and anxiety. He had struggled with loneliness during the pandemic, and, to his parents, seemed not to know exactly who he was yet, because he had repeatedly changed his name and sexual orientation.

Given those complexities, Mrs. Bradshaw said she resented the fact that the school had made her feel like a bad parent for wondering whether educators had put her teenager, a minor, on a path the school wasn’t qualified to oversee.

“It felt like a parenting stab in the back from the school system,” she said. “It should have been a decision we made as a family.”

The student, now 16, told The New York Times that his school had provided him with a space to be himself that he otherwise lacked. He had tried to come out to his parents before, he said, but they didn’t take it seriously, which is why he asked his school for support.

“I wish schools didn’t have to hide it from parents or do it without parental permission, but it can be important,” he said. “Schools are just trying to do what’s best to keep students safe and comfortable. When you’re trans, you feel like you are in danger all the time. Even though my parents were accepting, I was still scared, and that’s why the school didn’t tell them.”

Although the number of young people who identify as transgender in the United States remains small, it has nearly doubled in recent years, and schools have come under pressure to address the needs of those young people amid a polarized political environment where both sides warn that one wrong step could result in irreparable harm.

The public school that Mrs. Bradshaw’s son attends is one of many throughout the country that allow students to socially transition — change their name, pronouns, or gender expression — without parental consent. Districts have said they want parents to be involved but must follow federal and, in some cases, state guidance meant to protect students from discrimination and violations of their privacy.

Schools have pointed to research that shows that inclusive policies benefit all students, which is why some education experts advise schools to use students’s preferred names and pronouns. Educators have also said they feel bound by their own morality to affirm students’ gender identities, especially in cases where students don’t feel safe coming out at home.

But dozens of parents whose children have socially transitioned at school told The Times they felt villainized by educators who seemed to think that they — not the parents — knew what was best for their children. They insisted that educators should not intervene without notifying parents unless there is evidence of physical abuse at home. Although some didn’t want their children to transition at all, others said they were open to it, but felt schools forced the process to move too quickly, and that they couldn’t raise concerns without being cut out completely or having their home labeled “unsafe.”

Many advocates for L.G.B.T.Q. youth counter that parents should stop scapegoating schools and instead ask themselves why they don’t believe their children. They said ensuring that schools provide enough support for transgender students is more crucial than ever, given the rise of legislation that blocks their access to bathrooms, sports and gender-affirming care.

These disputes are unfolding as Republicans rally around “parental rights,” a catchall term for the decisions parents get to make about their children’s‌ upbringing. Conservative legal groups have filed a growing number of lawsuits against school districts, accusing them of failing to involve parents in their children’s education and mental health care. Critics say groups like these have long worked to delegitimize public education and eradicate the rights of transgender people.

But how schools should address gender identity cuts through the liberal and conservative divide. Parents of all political persuasions have found themselves unsettled by what schools know and don’t reveal.

Mrs. Bradshaw said she wouldn’t align herself with Republican lawmakers who sought to ban L.G.B.T.Q. rights, but she also felt as though her school’s policy left no room for nuance.

“It is almost impossible to have these discussions,” Mrs. Bradshaw said. “There is no forum for someone like me.”

Other self-described liberal parents said they registered as independents or voted for Republican candidates for the first time as a result of this issue. Although they haven’t sued, some have retained lawyers affiliated with the largest legal organization on the religious right to battle their children’s schools.

In November, Erica Anderson, a well-known clinical psychologist who has counseled hundreds of children over gender identity-related issues and is transgender herself, filed an amicus brief in a Maryland lawsuit in support of parents represented by a conservative law group. The parents have argued that their district’s policy violates their own decision-making authority.

Transitioning socially, Dr. Anderson wrote, “is a major and potentially life-altering decision that requires parental involvement, for many reasons.”

She told the Times that she had to push aside her qualms about working with conservative lawyers. “I don’t want to be erased as a transgender person, and I don’t want anyone’s prerogatives or identity to be taken away from them,” she said, “but on this one, I’m aligned with people who are willing to advocate for parents.”

The debate reflects how the interests of parents and those of their children do not always align, said Justin Driver, a Yale Law School professor who has written a book about constitutional conflict in public schools...

 

The Great Teacher Resignation

Interesting article, though it downplays leftist indoctrination in the schools. Otherwise, do doubt America's teachers are fucked.

See, "Empty Classrooms, Abandoned Kids: Inside America’s Great Teacher Resignation."

Good video at the link.

Parents in Baltimore File Lawsuit Against the City and School District for Failing Students, Some Graduating With 1.0 GPAs

At the Blaze, "Baltimore parents sue city after student graduates high school not being able to read; shocking number of students have failing GPAs":

With the lawsuit, which is still in its early stages, the couple is accusing Baltimore city officials and BCPS of failing to educate area children — and in the meantime wasting massive amounts of taxpayer money.

"We’ve heard for decades about some of the failures to educate and things like social promotion, lack of resources," Jovani [Peterson], who ran as a Republican for city council president in 2020 on a platform of accountability in education, added. "[Yet] year after year, time after time, all we hear is, 'Well, this is the way it’s always been. This is the way it’s always going to be.'"

His wife, Shawnda, has firsthand experience in the classroom. She worked as a public school teacher in Baltimore for almost a decade. She recalled how low standards and oversized classrooms led to educational failures.

"Most of the time, my class size was pushing 40 kids with no assistant. To effectively teach 40 children, that is a challenging task," she said, adding that teachers are not the ones at fault. Rather, "it’s just the way that the system is run."

Now, the couple hopes their lawsuit will serve as a message to the city and the school system that their management of the education system will no longer be tolerated...

I've never heard of anything this bad. It's really incredible and extremely sad. 

Still more. 

 

What Students With Disabilities Lost to COVID.

From Glenn Reynolds, at Instapundit, "THEY DIDN’T LOSE IT TO COVID, THEY LOST IT TO THE LOCKDOWNS AND THE TEACHERS’ UNIONS."

What's Really at Stake in America's History Wars?

At WSJ, "In debates about monuments, curricula and renaming, the facts of the past matter less than how we are supposed to feel about our country":

In January, McMinn County, Tenn., made international news for perhaps the first time in its history when the school board voted to remove “Maus,” the acclaimed graphic novel about the Holocaust, from the 8th-grade curriculum. The board stated that it made the change on account of the book’s “use of profanity and nudity,” asking school administrators to “find other works that accomplish the same educational goals in a more age-appropriate fashion.”

This curricular change, affecting a few hundred of the approximately 5,500 K-12 students in McMinn’s public schools, was quickly amplified on social media into a case of book banning with shades of Holocaust denial. The author of “Maus,” Art Spiegelman, said that the decision had “a breath of autocracy and fascism.” “There’s only one kind of people who would vote to ban Maus, whatever they are calling themselves these days,” tweeted the popular fantasy writer Neil Gaiman, earning more than 170,000 likes. The controversy sent the book to the top of Amazon’s bestseller list.

This outrage of the week will soon give way to another, but the war over history—how to remember it, represent it and teach it—is only getting fiercer. America’s political and cultural divisions increasingly take the form of arguments not about the future—what kind of country we want to be and what policies will get us there—but about events that are sometimes centuries in the past. The Holocaust, the Civil War, the Founding, the slave trade, the discovery of America—these subjects are constantly being litigated on social media and cable TV, in school boards and state legislatures.

None of those venues is well equipped to clarify what actually happened in the past, but then, the facts of history seldom enter into the war over history. Indeed, surveys regularly show how little Americans actually know about it. A 2019 poll of 41,000 people by the Woodrow Wilson National Fellowship Foundation found that in 49 states, a majority couldn't earn a passing score on the U.S. citizenship test, which asks basic questions about history and government. (The honorable exception was Vermont, where 53% passed.)

Ironically, the year after the survey, the Woodrow Wilson Foundation announced that it would drop the historical reference in its own name, citing the 28th president’s “racist legacy.” It was part of a growing trend. Woodrow Wilson’s name was also dropped from Princeton University’s school of international affairs. Yale University renamed a residential college named for John C. Calhoun, the antebellum Southern politician who was an ardent defender of slavery. The San Francisco school board briefly floated a plan to drop the names of numerous historical figures from public schools for various reasons, including George Washington and Thomas Jefferson because they were slaveholders.

It makes sense that educational institutions are leading the wave of renaming, because it is above all a teaching tool, one suited to the short attention span of today’s public debates. Actual historical understanding requires a much greater investment of effort and imagination than giving a thumbs up or down to this or that name. Often even a Wikipedia search seems to be too much to ask. One of the names that the San Francisco school board proposed to get rid of was Paul Revere’s, on the grounds that he was a leader of the Penobscot Expedition of 1779, which a board member believed was a campaign to conquer territory from the Penobscot Indians. In fact, it was a (failed) attempt to evict British naval forces from Penobscot Bay in Maine.

Clearly, the war over history has as much to do with the present as the past. To some extent, that’s true of every attempt to tell the story of the past, even the most professional and objective. In the 19th century, the German historian Leopold von Ranke saw it as his task to determine “how things really were,” but if that could be done, it wouldn’t be necessary for each generation of historians to write new books about the same subjects. We keep retelling the story of the Civil War or World War II not primarily because new evidence is discovered, but because the way we understand the evidence changes as the world changes.

That’s why so many of America’s historical battles have to do with race, slavery and colonialism—because no aspect of American society has changed more dramatically over time. It has never been a secret, for instance, that George Washington was a slaveholder. When he died in 1799, there were 317 enslaved people living at Mount Vernon.

But when Parson Weems wrote the first bestselling biography of Washington in 1800, he barely referred to the first president’s slaveholding, except for noting that in his will he provided for freeing his slaves, “like a pure republican.” When Weems does inveigh against “slavery” in the book, he is referring to British rule in America. For instance, he writes that the tax on tea, which led to the Boston Tea Party in 1773, was meant to “insult and enslave” the colonies. Today it’s impossible to ignore this glaring contradiction. Weems didn’t notice it and clearly didn’t expect his readers to, either.

Another explanation for this blind spot can be found in the book’s full title: “The Life of George Washington: With curious anecdotes, equally honorable to himself and exemplary to his young countrymen.” Weems was a minister, and his goal was moral uplift. That’s why he avoided writing about Washington’s treatment of his slaves but included the dubious story about young George confessing to chopping down the cherry tree. The point was to show Washington in a light that would make readers want to be better themselves.

Today’s war over history involves the same didactic impulses. Fights over the past aren’t concerned with what happened so much as what we should feel about it. Most people who argue about whether Columbus Day should become Indigenous Peoples’ Day, regardless of what side they’re on, have only a vague sense of what Columbus actually did. The real subject of debate is whether the European discovery of America and everything that flowed from it, including the founding of the U.S., should be celebrated or regretted. Our most charged historical debates boil down to the same terms Weems used: Is America “exemplary” and “honorable,” or the reverse?

How we answer that question has important political ramifications, since the farther America is from the ideal, the more it presumably needs to change. But today’s history wars are increasingly detached from practical issues, operating purely in the realm of emotion and symbol. Take the “land acknowledgments” that many universities, arts institutions and local governments have begun to practice—the custom of stating the name of the Native American people that formerly occupied the local territory. For example, the Board of Supervisors of Pima County, Az., recently voted to begin its meetings with the statement, “We honor the tribal nations who have served as caretakers of this land from time immemorial and respectfully acknowledge the ancestral homelands of the Tohono O’odham Nation.”

To their supporters, land acknowledgments are a way of rectifying Americans’ ignorance or indifference about the people who inhabited the country before European settlement. The use of words like “caretakers” and “time immemorial,” however, raises historical questions that the Pima Board of Supervisors is presumably unqualified to answer. People have been living in what is now Arizona for 12,000 years: Were the Tohono O’odham Nation really in their territory “from time immemorial,” or might they have displaced an earlier population?

Of course, the Board has no intention of vacating Tucson and restoring the land to its former inhabitants, so the whole exercise can be seen as pointless. Still, by turning every public event into a memorial of dispossession, land acknowledgments have the effect of calling into question the legitimacy of the current inhabitants—that is, the people listening to the acknowledgment.

The fear that the very idea of America is being repudiated has led Republican legislators in many states to introduce laws regulating the teaching of American history. These are often referred to as “anti-critical race theory” laws, but in this context the term is just a placeholder for a deeper anxiety. The controversial law passed in Texas last year, for instance, doesn’t prevent teachers from discussing racism. On the contrary, House Bill 3979 mandates the study of Frederick Douglass and Martin Luther King, Jr. , as well as Susan B. Anthony and Cesar Chavez. However, it does insist that students learn that “slavery and racism are…deviations from, betrayals of, or failures to live up to, the authentic founding principles of the United States, which include liberty and equality.” In other words, students should believe that the U.S. is “exemplary” and “honorable” in principle, if regrettably not in practice.

In the U.S., the war over history usually has to do with curricula and monuments because those are some of the only things the government can directly control. Removing “Maus” from the 8th-grade reading list can be loosely referred to as a “ban” only because actual book bans don’t exist here, thanks to the First Amendment. But other countries that are less free also have their history wars, and in recent years governments and ideologues have become bolder about imposing an official line.

In Russia last December, a court ordered the dissolution of Memorial, a highly respected nonprofit founded in 1989 to document the crimes of the Soviet era, after prosecutors charged that it “creates a false image of the USSR as a terrorist state.” In 2018, Poland made it illegal to attribute blame for the Holocaust to the “Polish nation.” In India in 2014, Penguin India agreed to stop publishing a book about the history of Hinduism by the respected American scholar Wendy Doniger, after a nationalist leader sued on the grounds that it focused on “the negative aspects” of the subject.

Such episodes are becoming more common with the rise of nationalist and populist movements around the world. When people invest their identity wholly in their nation, pointing out the evils in the nation’s past feels like a personal attack. Conversely, for people whose political beliefs hinge on distrusting nationalism, any refusal to focus on historic evils feels dangerous, like a tacit endorsement of them, as in the “Maus” episode. These extremes feed off one another, until we can only talk about the past in terms of praise or blame that would be too simple for understanding a single human being, much less a collection of millions over centuries.

It’s surprising to realize how quickly the American consensus on history has unraveled under the pressure of polarization...

College Students Forgot How to Talk to Each Other

The Democrat Party pandemic lockdown policies have set back, if not destroyed, a generation of young people, and not just school children. 

I know this first hand from my oldest, 26, who moved to San Francisco to start at S.F. State in February 2020. He came back home after one semester in The City, depressed and disappointed at how isolated and inferior was his college experience compared his time at Santiago Canyon College in Orange Park Acres. 

I also know this from teaching college students online for two years. I'm on my fifth semester in a transition to "remote emergency instruction" that was expected to brief and temporary. Even this semester, where my college has gone back to full in-person on-campus classes, more than 50 percent of those enrolled are taking their courses online. Indeed, the enrollment was so low in some of the campus-based classes that over two dozen were cancelled in my department alone. 

You're not getting the full college experience --- and excellence in education --- with online classes. It's good for some very motivated students who thrive in the intense atmosphere of digital learning space, but in my experience, it's not for most. I'm expecting to hear soon about my class schedule for fall, where I've requested to teach all on campus. We'll see how that goes. It feels weird to even be possibly going back. I feel like I need to retrain myself, to get myself fit for teaching in person. Seriously. My lectures are quite stentorian, and I need to be in good cardio-vascular condition. I don't feel like that right now, as I haven't been physically training during the pandemic lockdown. 

This summer I'll be changing my daily routine if all works out and I'm set to resume going to work everyday,  like I used to for 20 years.

In any case, at the Wall Street Journal, "College Students Have to Learn How to Make Small Talk Again":

When students at San Jose State University returned to campus last fall after more than a year of remote learning, lecturer Damon Moon thought they would be chatty and excited to see one another. Instead, he noticed something concerning: They weren’t talking at all.

Before class, students were looking at their phones or laptops. Even in the campus cafeteria, Mr. Moon saw that most students were eating alone, sandwich in one hand, phone in the other.

“They lost the skill to have small talk,” said Mr. Moon, who teaches international business classes. To get a close-up look at this phenomenon, I spoke to Mr. Moon and his students at the university.

“When I was in elementary school or middle school, if I wanted to talk to someone new, I would go up to them and try to strike up a conversation,” said Kian Kashefi, a 19-year-old business accounting major. Now, he said, “it feels weird to talk to anybody new without first connecting on social media.”

In a prolonged pandemic that has shifted more interactions online, college students are finding it harder to strike up conversations and make friends. In the past, socializing wasn’t just a perk but also a big incentive for students choosing campus life.

College instructors worry that if they don’t do something to facilitate conversation in class, their students will be unprepared to enter the workforce. To overcome screen-reinforced social awkwardness, some even lean on smartphones and web browsers to encourage students to interact.

Researchers from three universities surveyed nearly 33,000 college students around the U.S. and found two-thirds were struggling with loneliness in the fall of 2020. More than a year later, many students, including those at San Jose State, had returned to remote instruction after winter break because of the Omicron Covid-19 surge.

Joel Figueroa, a 20-year-old business major, said that since the pandemic began he has become more nervous about talking to people. “I was much more confident in my abilities before,” he said.

While technology has enabled him to remain in touch with friends, it has undermined his in-person interactions, he said. “My connections with friends offline would definitely be deeper if we were not so attached to our devices,” he said.

Even older students I talked to, who didn’t grow up with as much technology or spend formative years in a pandemic, are finding it hard to make connections.

“I didn’t form relationships with any students when I went back to campus last fall,” said Megan Dela Rosa, a 43-year-old business major. “Everyone had their masks on and you didn’t know anyone’s comfort level.” She added, “I just went to class, got my work done and left.”

Anna Touneh transferred to San Jose State from a community college last fall. Since school began this year online, the 32-year-old said talking to students has only become more awkward.

In one class recently, small groups of students went to Zoom breakout rooms to work on an assignment. Ms. Touneh said in her group, no one had their cameras on and no one spoke. “It took me six minutes to say something,” she said. “I finally gathered the courage, but it was very meek. I said, ‘Hey, guys, so what are we supposed to be doing?’”

Runhua Yang, a 43-year-old business major, said she’s normally extroverted but the pandemic has made it more difficult to express herself. Masks have made it harder for teachers to hear her, she said, causing her to speak up less often. “If a professor doesn’t encourage participation, I stay quiet,” she said.

Parents and psychologists were already concerned that phone usage was negatively affecting social-skill development among young people, even before the pandemic, according to Danielle Ramo, chief clinical officer at BeMe Health, a mobile platform for teen mental health. In a previous job, she helped develop an app called Nod to help college students improve their social lives by challenging them to do things like smile at five new people or keep their dorm-room doors open in the evening...

 

Children Are Facing Learning and Speech Delays Due to Being Masked for Two Years

At AoSHQ, "'Kids are resilient!' -- The only harms we have to worry about are those suffered by the adult teachers!"

L.A. Unified Sees Sharp Decline in Attendance

Wow, this is some serious number of absentees!

At LAT, "L.A. Unified enrollment drops by more than 27,000 students, steepest decline in years":

Enrollment in the Los Angeles Unified School District has dropped by more than 27,000 students since last year, a decline of close to 6% — a much steeper slide than in any recent year.

The comparison is based on an annual count referred to as “norm day,” the fifth Friday of every new school year, Sept. 17 this year. Last year’s enrollment total for pre-school through 12th grade was 466,229. This year’s figure for that same date is 439,013, according to data provided by L.A. Unified that will be presented to the school board Tuesday.

Other data released by L.A. Unified indicates other potential concerns. The district estimates that between 70% and 80% of the school staff are on target to be fully vaccinated against COVID-19 by the district’s deadline of Oct. 15, indicating that thousands of employees face termination, which would exacerbate another problem: more than 2,000 unfilled jobs.

“We’re still seeing the impact of COVID,” said Veronica Arreguin, the district’s chief strategy officer, about the enrollment decline. Arreguin also noted that much of the decline was expected, in line with many years of dropping enrollment related to lower birth rates, families moving to more affordable areas and other factors.

Even so, the shortfall is three times what planners in the nation’s second-largest school district predicted. The district plans to act aggressively to understand what is happening and what to do about it.

“If it’s something we can change,” Arreguin said, “we need to change.”

The decline is not unique to L.A. Unified.

Enrollment dropped across the nation last year as families and school systems grappled with a pandemic that shut down in-person instruction for much of the year in most places and also prompted worried families to keep children at home when they had a choice to go back.

Statewide, enrollment in K-12 public schools fell by almost 3%, or 160,000, students last year, according to data from the California Department of Education. That was the largest drop of the last 20 years, surpassing a 1% drop between October 2008 and October 2009. More than a third of that decline was due to a lower enrollment in kindergarten.

The causes are varied, with economic factors at play — the high cost of living, including gentrification, has pushed families farther from the once-affordable urban core and also from adjacent suburbs served by L.A. Unified. Another factor has been limits on immigration, which used to funnel a steady supply of families with young children into L.A. Unified. The pandemic’s influence is difficult to pinpoint and measure.

For the 2020-21 school year, with campuses closed because of the pandemic, kindergarten enrollment declined by almost 6,000 students from the previous year, with many families dissatisfied with kindergartners having to attend class online. In a more typical year, the number of kindergarten students would have declined by about 2,000.

Unexpectedly large declines in the younger grades continued this year and, to a lesser degree, affected middle schools as well, said Tony Atienza, the district’s director of budget services and financial planning...

Unexpectedly!

That's what they always say. *Eye-roll.*

Still more.

 

In Return to Classroom, Universities and Professors Struggle with Covid

My division dean just sent out an announcement on this yesterday. How to handle? 

1. Notify sick student to stay the hell off campus. 

2. Reassure the lamebrains that you're not going to drop them from class.  

3. Make sure students are screened and cleared for classes at the check-in tables on-site.

4. Contact college administration to inform them of a cases. 

5. Maintain strict confidentiality. (Or else?) 

At the New York Times, "The Masked Professor vs. the Unmasked Student":

Matthew Boedy, an associate professor of rhetoric and composition, sent out a raw emotional appeal to his students at the University of North Georgia just before classes began: The Covid-19 Delta variant was rampaging through the state, filling up hospital beds. He would teach class in the equivalent of full body armor — vaccinated and masked.

So he was stunned in late August when more than two-thirds of the first-year students in his writing class did not take the hint and showed up unmasked.

It was impossible to tell who was vaccinated and who was not. “It isn’t a visual hellscape, like hospitals, it’s more of an emotional hellscape,” Dr. Boedy said.

North Georgia is not requiring its students to be vaccinated or masked this fall. And as in-person classes return at almost every university in the country, after almost a year and a half of emergency pivoting to online learning, many professors are finding teaching a nerve-racking experience.

The American College Health Association recommends vaccination requirements for all on-campus higher education students for the fall semester. The Centers for Disease Control and Prevention recommends face coverings, regardless of vaccine status, for indoor public spaces in areas where the rate of infection is high.

But this is not how it has worked out on more than a few campuses.

More than 1,000 colleges and universities have adopted vaccination requirements for at least some students and staff, according to The Chronicle of Higher Education. In an indication of how political vaccination has become, the schools tend to be clustered in states that voted for President Biden in the last election.

But at some campuses, particularly in Republican-led states with high rates of contagion — like the state systems in Georgia, Texas and Florida — vaccination is optional and mask wearing, while recommended, cannot be enforced. Professors are told they can tell students that they are “strongly encouraged” or “expected” to put on masks, but cannot force students to do so. And teachers cannot ask students who have Covid-like symptoms to leave the classroom.

At least nine states — Arizona, Arkansas, Iowa, Oklahoma, Florida, South Carolina, Texas, Utah and Tennessee — have banned or restricted school mask mandates. It is unclear, education officials say, whether all of these prohibitions apply to universities, but public universities depend on state funding.

Certainly, some professors are happy to go maskless. A smattering have resigned in protest over optional mask policies. Most, like Dr. Boedy, are soldiering on. But the level of fear is so high that even at universities that do require vaccination and masks, like Cornell and the University of Michigan, professors have signed petitions asking for the choice to return to online teaching.

“Morale is at an all-time low,” warns a petition at the University of Iowa.

Universities are caught between the demands of their faculty for greater safety precautions, and the fear of losing students, and the revenue they bring, if schools return to another year of online education.

“I think everybody agrees that the idea is to have people physically back in the classroom,” said Peter McDonough, general counsel for the American Council on Education, an organization of colleges and universities. “The turning on a dime to provide online education last year and the previous spring semester was only seen as temporary.”

For some faculty, the new year brings not a return to normal but a strong sense that things could go off the rails. In the first weeks of class, case counts have risen at schools including Duke, the University of North Carolina at Chapel Hill, Arizona State, Liberty University, the University of Arkansas, the University of North Florida and the University of Texas at San Antonio.

“It seems like a repeat,” said Michael Atzmon, an engineering professor at the University of Michigan. “On the one hand, we have the vaccine. On the other hand, we have Delta.”

Dr. Atzmon helped organize a petition asking the university to be more open to online teaching. It was signed by more than 700 faculty members and instructors.

In a response to the petition, Michigan’s president, Mark Schlissel, said on Thursday that, given the “stellar” rate of vaccination at the Ann Arbor campus (92 percent for students, 90 percent for faculty), the classroom was “perhaps the safest place to be” on campus.

Dr. Schlissel suggested that faculty would just have to get used to the idea that there would be Covid cases on campus. “A pandemic is unsettling, it’s unpredictable, and yes, it involves an unavoidable level of risk,” he said.

There are signs of defiance against state policies. The three big public universities in Arizona — University of Arizona, Arizona State and Northern Arizona University — are tiptoeing around the ban on masks and requiring them in class. If all students have to wear masks, university officials believe that they are obeying Gov. Doug Ducey’s order not to discriminate against students who choose not to be vaccinated.

“It’s kind of a cat-and-mouse game,” said Peter Lake, an education law professor at Stetson University...

For real, man.

Keep reading. 

 

Besieged in the Culture Wars

 At NYT, "The School Culture Wars: ‘You Have Brought Division to Us’":

July and August are supposed to be the quietest months of the school year. But not this time.

In Williamson County, Tenn., protesters outside a packed, hourslong school board meeting last week shouted, “No more masks, no more masks.”

In Loudoun County, Va., a debate over transgender rights brought raucous crowds to school board meetings this summer, culminating last week with dueling parking lot rallies. The board approved a policy that allows transgender students to join sports teams that match their gender identity and requires teachers to use transgender students’ pronouns.

And, in a particular low point for school board-parental relations, a woman railed against critical race theory during a meeting in the Philadelphia area, yelling, “You have brought division to us.” After the allotted time, the school board president walked off the stage, into the audience, and took the

As summer fades into fall, nearly all of the major issues dividing the country have dropped like an anvil on U.S. schools.

“The water pressure is higher than it has ever been and there are more leaks than I have fingers,” said Kevin Boyles, a school board official in Brainerd, Minn., who said he recently received 80 emails in three days about face masks. He described being followed to his car and called “evil” after a board meeting where he supported a commitment to equity. Another time, a man speaking to the board about race quoted the Bible and said he would “dump hot coals on all your heads.”

“You are just trying to keep everything from collapsing,” Mr. Boyles said.

Schools were already facing a crisis of historic proportions. They are reopening just as a highly contagious Delta variant of the coronavirus is tearing through communities. They need to create a safe environment for teachers and students, while helping children who have been through major trauma.

And then there are the education gaps that must be made up: For many of the country’s 56 million schoolchildren, it has been a year of lost learning and widening inequities.

But at this critical moment, many school officials find themselves engulfed in highly partisan battles, which often have distracted from the most urgent issues. The tense environment comes amid a growing movement to recall school board officials, over everything from teachings on race to school closures. Nationwide, there have been at least 58 recall efforts targeting more than 140 officials this year, more than the previous two years combined, according to Ballotpedia.

As a superintendent in Albany, Ore., Melissa Goff first noticed pushback when her district closed classrooms during the pandemic; a slate of candidates ran for school board largely on a platform to open schools.

But by the time students returned this spring, a new flash point had emerged: Should police officers welcome students back to campus? Though it was a local tradition, some parents said their children, sensitive after a year of Black Lives Matter protests, felt afraid.

Ms. Goff asked the police to pull back. Dozens of people — including a school board candidate riding on a military vehicle — protested at the district office, some calling for her resignation.

Then in May, Ms. Goff said she came under fire for a plan to hold vaccine clinics at local high schools. Though she said the clinics were intended to reach low-income families and people of color, Ms. Goff said some people saw the effort as “making kids

get vaccines.” By the summer, a new school board had taken over and Ms. Goff was fired without cause. The school board chair, in an email, said Ms. Goff was not fired for her position on equity and diversity, but pointed to “divisiveness” and “underlying problems created by the district administration.”

Ms. Goff, who has worked in education for 26 years, said she had never seen so many political issues converge on schools. There was not just one contentious issue, she said. “It was every place you turned.”

This is hardly the first time the classroom has become the center of civil strife. From the teaching of evolution in the 1920s to the push for school desegregation in the 1950s, schools have often been a nexus for major societal conflicts.

“Schools are particularly fraught spaces because they represent a potential challenge to the family and the authority of parents,” said Natalia Mehlman Petrzela, an associate professor of history at the New School in New York City.

The two biggest divides in schools today are also highly volatile because they challenge fundamental narratives of what it means to be an American. The debate over mask mandates puts two values into conflict, collective responsibility versus personal liberty. And an examination of the country’s history of racism challenges cherished ideas about America’s founding...

This is mind-boggling to me, but no surprise. The tension at my college is the highest it's ever been in over twenty years.

 Still more.

Been Busy *Shrugs*

Sorry for the lack of posting of late, dear readers. I don't mean to let anybody down, heh.

The fact is I've been swamped with work and a lot of stuff at home --- home issues especially dealing with my two sons (which, come to think of it, isn't "My Three Sons," and I'm glad, sheesh). 

I did score an Instalanche over the weekend, for this post, "New Capitol 'Attack' Investigative Report Released: D.C. Mayor Muriel Bowser Indeed Called for Capitol Police to 'Stand Down', and the Feds 'Botched' Everything With Clueless Mixed-Messages and Incompetence (VIDEO)," which was nice. 

And of course, as many of you know, I'm a blogger at Theo Spark's, and often my babe-blogging hits posted there generate a little traffic back this way, as this one did last week, "Twins?"

So, to that end, here's a couple of more hotties, at Babe Gallery, and this lovely lady below from the University of North Carolina, via Rad Chicks:

The Miseducation of America's Elites

Dear readers, my apologies for the light blogging. I'm hitting "crunch time" this week in my "online remote" classes, and I just started a "late-start" class this week (which is a 12-week class, rather than the normal 16-week class, which is a "regular" course in a "normal" semester).

Also, family duties take up a lot of time, especially with my 19-year-old son, who is "on the spectrum," that is, he has "autism spectrum disorder," and while he's "high-functioning," he takes a lot of time to manage, and even as this post goes live, I've still got to help him "settle down" and get to sleep, or he'll be one cranky mofo in the morning, who is hella hard to wake up, lol.

Anyway, just read this fabulous piece by the wonderful Bari Weiss, at City Journal, "Affluent parents, terrified of running afoul of the new orthodoxy in their children’s private schools, organize in secret."

If you're like me, you'll actually get a good giggle out of it, although it's "comic relief," for the actual fear that many folks have, parents and students, of speaking out against "woke" culture, is in fact depressing. That said, Ms. Weiss is now a leader in the counterrevolution that's been taking place, pushing back, and hard, against leftist ideological totalitarians.

So, again, sorry for missing yesterday's blogging, and again, thank you for reading the blog, and also thanks very much if you've purchased books and things through my Amazon links.

Check back tomorrow, and I promise to try to get a bit more "hot" content posted.

Professor Danielle Allen on 'A More Resilient Union' (VIDEO)

I assigned Ms. Allen's piece in my introduction to American government classes just last week, and it's interesting to see her now interviewed with Judy Woodruff at the PBS News Hour.

Ms Allen's article is here, "A More Resilient Union: How Federalism Can Protect Democracy From Pandemics."

The main thing that struck me about the piece is that she doesn't rag on former President Trump, except to argue that he failed to educate the public on the full nature of the virus, not to mention his failure to better delineate the respective roles of the federal government vis-a-vis the states. 

What I did appreciate is her discussion on the American public's widespread ignorance on how the U.S. governmental system operates. That was a key theme I wanted students to discuss, and she make a pretty shocking case to abolish school football programs, even though she apparently loves football: 

If the country’s constitutional democracy is to have a healthy future, Americans should finish this crisis intending not only to invest in health infrastructure but also to revive civics education. Schools need more time for history, civics, and social studies. What should go to make room? Sports, for one thing. Compared with other countries, the United States invests a disproportionate amount of time and money in sports. Americans appear to prefer football to democracy. It’s time to cut back—and I say this as someone whose first professional ambition in life was to be a running back. The United States has made such sacrifices before. World War II saw the suspension of football and soccer seasons the world over. Sporting events may be the last things Americans get back as they reopen their economy. They should use the extra time to double down on civics education.

This crisis has laid bare just how fragile and unsteady the United States’ constitutional democracy is. Now, the country must get its house in order and prioritize its farthest-reaching hopes and aspirations. Americans had all the tools needed to respond to this crisis, except for the very thing that would have given them reason to use them: a common purpose. Let the search for one begin.

Most students weren't thrilled with the idea, but some thought it not a bad notion. As a professor, I just like Ms. Allen's focus on improving civic education, especially for young people, which, as a professor of political science, and I can attest first hand, is dismal.

Watch:

 

'Higher levels of drug abuse and overdoses, massive increases in mental health hospital visits, along with surging suicide rates among children have been cited by the Centers for Disease Control as stemming from pandemic school closures...'

At Issues & Insights, "The Real Reason Why Your Kids Can’t Go Back to School (Hint: It’s Not COVID-19)."

Dissident Women's Studies Ph.D. Speaks

It's Samantha Jones (not her real name, to protect against leftist death threats, apparently), at New Discourses, "A Dissident Women's Studies Ph.D. Speaks Out."

It's the second half of her piece that's most interesting, for example:

One of the most urgent needs is the development of a grassroots movement for intellectual diversity on campus, spearheaded by students, alumni, parents, and concerned citizens. I hope that existing conservative, centrist, or libertarian organizations can help to facilitate this movement by providing organizational and logistical support at campuses throughout the country. Everyone should take a close look at their state’s public universities’ Diversity, Inclusion, and Equity initiatives to see if intellectual diversity is included. If it is not, then the obvious first step is to advocate for the inclusion of intellectual diversity. Concerned taxpayers, students, parents, and alumni, working with the elected officials in those university districts, if necessary, need to ensure that universities have intellectual diversity in humanities and social sciences course offerings. If intellectual diversity is included in the Diversity, Inclusion, and Equity initiative (in my experience, most of these initiatives include at least a brief reference to intellectual diversity), then work can be done to survey students to see if they feel that intellectual diversity is represented, particularly in their humanities and social sciences courses. Heterodox Academy has published relevant survey data on the dearth of intellectual diversity in these fields.

If America has any chance of continuing the classical liberal values upon which it was founded, then students who have a commitment to these values have to enter the teaching profession—as doctoral students in education, as administrators, and as public school teachers. Critical pedagogy, and more specifically critical race theory, are the dominant discourses controlling all levels in American schools of education, so students need to tread lightly and assent, at least outwardly, to Critical Social Justice ideology. Once in the classroom, however, teachers should reject all pressures to teach Critical Social Justice, and especially critical race theory, because it is an inherently racist ideology and because it instantiates the problem—racism—that it purports to solve. Critical race theory also needs to be resisted because it, as its own proponents assert, “questions the very foundations of the liberal order, including equality theory, legal reasoning, Enlightenment rationalism, and neutral principles of constitutional law.” (Delgado and Stefancic, Critical Race Theory: An Introduction). Teachers should take a stand for fighting racism within liberalism, not by adopting critical race theory. If there is not already a nonprofit organization devoted to assisting non-woke students to enter the teaching profession—again, at all levels, as professors of education, as administrators, and as public school teachers—then one should be organized immediately. This could also be a special project for existing right- or libertarian-leaning organizations.

Another important project should be the revival of Western civilization and Great Books courses, at all levels of education, but most critically in the universities. In 1964, 15 of the 50 premier universities in America required students to take a survey of Western civilization. All 50 offered the course, and nearly all of them (41) offered it as a way to satisfy some requirement. (Source: New York Post, by Ashley Thorne “The drive to put Western civ back in the college curriculum,” March 29, 2016). But since 1987, when Jesse Jackson led 500 students around Stanford University protesting the requirement that undergraduates take a course in Western Civilization, which they denounced as Eurocentric, white-male indoctrination, most colleges have eliminated Western civ courses for diversity or multiethnic course requirements. An excellent example of a Western civ curriculum can be found in the James Madison program in American Ideals and Institutions at Princeton University, which is dedicated to “exploring enduring questions of American constitutional law and Western political thought.” Another avenue is to look into funding institutes for education in Western civilization as a new department at extant colleges and universities.

I would love to see crowd-sourced funds used to construct a beautiful classical building adjacent to one of the ugliest college campuses in the country, preferably one composed entirely of postwar Brutalist buildings. I imagine that students whose spirits are continually depressed by attending classes in the midst of such hideous architecture would feel intrigued to enter such a beautiful building. Once inside, they might learn that there is, in fact, such a thing as beauty; that it matters, and that Critical Social Justice ideology can never build anything beautiful; it can never, in fact, build anything at all—it can only destroy. Once inside that building, students might become interested in registering for a course on Western civilization, a course in which all thought is permitted, in which no one is threatened with cancellation: a microcosm of what a university environment used to be. In this way, we might plant and nurture the seed of resistance to the increasing totalitarianism of Critical Social Justice.

In the long term, it is going to be necessary to create more universities devoted to classical education, not indoctrination into Critical Social Justice ideology, as well as more K-12 private and charter schools in the classical tradition because university schools of education have been training “social justice” educators for decades now, so Critical Social Justice ideology is now in the K-12 public schools. At a policy level on this problem, we need avenues for teacher certification outside of the existing teacher colleges, which are wholly committed to critical pedagogy and other failed approaches. Forcing every licensed teacher (usually for state jobs) to undergo ideological training to gain licensure is not only a problem but should be illegal. At the personal level, my advice to everyone with kids who can afford to do so is to pull your kids out of the public schools immediately and enroll them in private schools, or home school. Although home schooling has already begun to come under attack, it is still a viable option—at least for now. In the future, homeschooling will come under increased scrutiny and I believe there will be attempts to render it illegal. I realize that not everyone can afford to home school or send their kids to private schools (many of which are not safe from Critical Social Justice, either). I strongly recommend that all parents emphasize the value of vocational training programs for their children as avenues to career paths that pay well and offer a great deal of autonomy.

My hope is that new immigrants to America will increasingly speak out against Critical Social Justice ideology as an American instantiation of what is called, in other contexts, tribalism—a form of corruption that has damaged many countries. Far from being a bastion of white supremacy, America’s liberal values are what have attracted people from all countries to undergo great hardship to come here, precisely because this is one of the few places in which ordinary people can exercise their talents to achieve a standard of living that is impossible in most of the world. It is my fervent hope that more American college students—especially the “woke” who rail against their own country as evil—would be required to spend a semester abroad in a developing country in order to gain some much-needed perspective on the struggles people face who were not fortunate enough to be born into such an “oppressive” place as America.

Lastly, I have focused mostly on academia and education because this is the sector I know best, but I strongly urge everyone, from all walks of life, to embrace your sense of humor (a quality that is conspicuously absent in woke culture). Wokeness should continue to relentlessly mocked and parodied through meme culture (Andrew Doyle’s Titania McGrath is a great example). Just as important: Be courageous. Stand up for the beliefs that have made America a great country. If you hear people treating others as members of groups, articulate the importance of treating people as individuals. As Jordan Peterson put it, “The smallest minority is the individual.” If you encounter people treating others badly because of their gender or skin color, say that this behavior is morally wrong. If you see people attempting to “cancel” others, articulate why this is a terrible way to treat others. If you witness attacks on freedom of speech and advocacy of censorship, or if you meet people who are in favor of “hate speech” laws, or laws to combat “misinformation” (a code word for non-leftist ideas), articulate why freedom of speech is an absolutely essential and non-negotiable value. If you hear people discussing why they think socialism is great, take a stand for free markets and the prosperity they have produced. If you hear people calling for retributive justice and political violence, push against it and discuss why violence is never acceptable. If you encounter attacks on meritocracy, make a case for why merit is essential to the advancement of individuals and societies. I think a lot of liberals, like me, generally, if not naively, assumed that the liberal values underpinning America would simply continue throughout our lives, but these values are under attack and they need to be vigorously and unapologetically defended. Our civilization is at stake and the hour is late.

RTWT.

Online Learning Cheats Poor Students

I don't know if it "cheats" them, but it's certainly not working out.

At LAT, "A generation left behind? Online learning cheats poor students, Times survey finds":

About 97% of California students will start the school year with online classes -- which threatens to exacerbate wide disparities in public education, shortchanging poorer students. Super important story by the @latimes education team: https://t.co/L0sUNSGHaK

— Laura J. Nelson 🦅 (@laura_nelson) August 13, 2020

Maria Viego and Cooper Glynn were thriving at their elementary schools. Maria, 10, adored the special certificates she earned volunteering to read to second-graders. Cooper, 9, loved being with his friends and how his teacher incorporated the video game Minecraft into lessons.

But when their campuses shut down amid the COVID-19 pandemic, their experiences diverged dramatically.

Maria is a student in the Coachella Valley Unified School District, where 90% of the children are from low-income families. She didn’t have a computer, so she and her mother tried using a cellphone to access her online class, but the connection kept dropping, and they gave up after a week. She did worksheets until June, when she at last received a computer, but struggled to understand the work. Now, as school starts again online, she has told her mother she’s frustrated and worried.

“She says she feels like she’s going to stay behind,” said her mother, Felicia Gonzalez, who has been battling COVID-19.

Cooper, who attends school in the Las Virgenes Unified School District, where just 12% of students are from low-income families, had a district-issued computer and good internet access at home. His school shut down on a Friday, and by the following Wednesday it was up and running virtually. There were agendas and assignments online and Google hangouts with teachers, said his mother, Megan Glynn. While Cooper would prefer to be back on campus, Glynn believes that he and his siblings will be fine academically even with school continuing online.

“I feel fully confident in the education they’ll receive,” she said.

The contrasting realities of these two students reflect the educational inequities that children have experienced since schools closed — and that many will continue to face in the fall as distance learning resumes for 97% of the state’s public school students.

A Los Angeles Times survey of 45 Southern California school districts found profound differences in distance learning among children attending school districts in high-poverty communities, like Maria’s in Coachella Valley, and those in more affluent ones, like Cooper’s in Las Virgenes, which serves Calabasas and nearby areas.

These inequities threaten to exacerbate wide and persistent disparities in public education that shortchange students of color and those from low-income families, resulting in potentially lasting harm to a generation of children.

“The longer this goes on, the longer the pendulum swings to where this could be a generation that’s really left behind,” said Beth Tarasawa, who studies educational equity issues at the not-for-profit educational research group NWEA...

Professors Fear COVID-19 as College Campuses Reopen

I'm going to be 59 next month, and while I'm not afraid to teach in person, I'd prefer not to have to with classrooms full of sniffling mask-wearing students supposedly "socially-distanced" in neat, wide-spaced rows and columns.

And I've read of all the safety precautions, hand-washing stations inside the classroom, temperature checks, extra-aggressive cleaning and disinfecting of spaces and surfaces, etc. The truth is, the virus is not contained socially, around the country, and it's going to see a resurgence coming out of the school reopenings. Just look the photos from the Georgia high school, and now the outbreak there, and you can see what's likely to happen.

In any case, at LAT, "‘I can’t teach when I’m dead.’ Professors fear COVID-19 as college campuses open":

When masked students walk back into his Northern Arizona University lab room at the end of the month, Tad Theimer will face them from behind a Plexiglas face shield while holding an infrared thermometer to their foreheads. As they examine bat skulls under microscopes, the biology professor will open windows and doors, hoping to drive out exhaled aerosols that could spread coronavirus.

But as one of hundreds of professors who will be back on campus along with 20,000 students in one of the states hit worst by the pandemic, Theimer is also torn on whether to enter his classroom at all.

“I want to teach and it’s best done in person,” said Theimer, 62, who has been a professor on the Flagstaff campus for two decades. “I want businesses, which need our students, to survive in town. But if I see people not following health protocols at the university, I’m going remote and I’m not seeking any permission. They can fire me if they don’t like it.”

Campuses are taking on a patchwork of safety measures and shifting reopening plans this month as millions of students return to colleges and universities. Some, like Northern Arizona University, have already opened for a trial run of online classes before students show up in person. Others, like Johns Hopkins University in Maryland and Princeton University in New Jersey, have at the last minute nixed plans for reopening to opt for fully online fall semesters. Many California colleges and universities will be online only, with largely empty lecture halls, while the majority of schools in the nation plan to offer a hybrid of the options.

Absent federal guidance, many of the decisions result from growing pressure from professors like Theimer, who recently went public with a letter to his university president demanding that students be disinvited from campus. At several universities, including large public schools in Texas, Florida and North Carolina, teachers have resisted administrations that push to pack the classrooms and dorms that produce tuition and housing revenues. Many have resisted through unions or faculty associations.

Students have joined, too, like the dozens in Atlanta at the University of Georgia who joined faculty to stage a “die-in” in front of the president’s office this week with signs that said “R.I.P. campus safety” and “I can’t teach when I’m dead.” The campus requires first-year students to live in dorms for its Aug. 20 kickoff to the fall semester, which will take place partially on-campus.

It was a similar story at the City Colleges of Chicago, where faculty followed last week’s reopening by threatening to strike if they don’t see safety improvements.

“The whole situation is unprecedented,” said Irene Mulvey, a math professor at Fairfield University in Connecticut and president of the American Assn. of University Professors, a teachers’ union with hundreds of college chapters. “Professors know best what’s happening on the ground and they are in many cases pushing to have a say. And in the case of some university administrations, there seems to be a kind of magical thinking that people will behave perfectly in following every health measure and precaution during openings.”

Colleges have tried to reassure professors and students by staggering dorm move-in dates, painting arrows and social distancing dots in hallways, limiting classroom sizes, enforcing mask mandates and installing hand sanitizing stations across campuses. They’ve designated quarantine housing and some, like UC Berkeley, have the limited number of students living on campus take a coronavirus test within a day of arrival in addition to regularly scheduled tests teach month.

But with the average American campus having more than 6,000 undergraduates, many professors have said the safety precautions will be too hard to enforce, especially at schools where most students live in dorms and off-campus apartments...

More.

Online Despair, Loneliness and Camaraderie at UCSD

Some like remote online teaching. Others not so much.

At the San Diego Union-Tribune, "Reddit diaries: Online courses are stirring despair, loneliness and camaraderie at UCSD."

Cal State Fullerton is One of First in the Nation to Announce Fully Online Education for Fall Semester

I'm waiting to hear if my college is going to full online instruction in the fall. Our summer session for 2020 is already set for fully online remote teaching. It's a matter of time before more local colleges make such announcements, and so far Cal State Fullerton is the first in California.

At the Orange County Register, "Cal State Fullerton to start fall semester with virtual classrooms":

Cal State Fullerton announces plans to start fall semester with virtual classrooms https://t.co/T8VStdt8UY

— O.C. Register (@ocregister) April 20, 2020

Cal State Fullerton plans to start the fall semester with virtual classrooms and will gradually ease restrictions when it is safe to do so, officials said Monday, April 20, in a virtual town hall for faculty and staff.

“We are assuming in the fall we will be virtual,” Provost Pamella Oliver said. “And of course, that can change depending on the situation, depending on what happens with COVID-19. But at this point that is what we are thinking.”

Oliver said the decision came amid a number of concerns, including the state’s ability to do sufficient testing and case tracking for the coronavirus to make sure it is safe to lift the shelter-in-place order for faculty, staff and students.

As for plans to gradually open the 40,000-student campus, the university must be able to ensure adequate physical and social distancing and also take into account that there could be spikes of the virus in the future that would require flexibility, she said.

The town hall, moderated by CSUF spokeswoman Ellen Treanor, also included President Fram Virjee, Vice President for Student Affairs Harry Le Grande and David Forgues, vice president of human resources, diversity and inclusion, answering questions from faculty and staff. Another virtual town hall for students is scheduled for Wednesday.

When making the decision to reopen, the university will heed the advice of state officials, the Chancellor’s Office, the Orange County Health Agency and Centers for Disease Control and Prevention, Forgues said.

The campus will look much different at that time, he said. Masks, gloves and other protective gear will be required or highly encouraged. Workplaces and classrooms will be configured based on social distancing, and faculty and staff may be required to work on a rotation or staggered hours or days, he said...

Still more.

The Disaster of Public Education

This is an awesome essay.

RTWT, at Quillette:

"Bad teaching is a common explanation given for the disastrously inadequate public education received by America’s most vulnerable populations. This is a myth." Ex-teacher @merrycheeked1 reveals the brutal truth of what happens in NYC's classrooms: https://t.co/gkQWB5Ghey

— Quillette (@Quillette) February 11, 2019