Top Medical School Puts Wokeism Ahead of Giving America Good Doctors

The final nail in the coffin the once greatest medical system in the world. Obamacare was the deathblow – the covid hammer and medical wokeism its poison fruit.

Top med school putting wokeism ahead of giving America good doctors

By Dr. Stanley Goldfarb and Laura L. Morgan, NY Post, September 2, 2022:

Harvard’s application question encourages applicants to discuss their challenges and struggles with identity.

Elite medical schools are deliberately recruiting woke activists, jeopardizing their mission of training physicians.

That’s what our organization found in a review of the application process for America’s top 50 medical schools. Nearly three-quarters of these institutions — and 80% of the top 10 — ask applicants about their views on diversity, equity, inclusion, anti-racism and other politicized concepts. The clear goal is to find the students who will best advance divisive ideology, not provide the best care to patients.

We based our review on the 2023 “Best Medical Schools” rankings by US News and World Report. We then looked at the secondary essay questions each school asks applicants, using a database compiled by Prospective Doctor. (Despite the name, secondary questions play a primary role in each institution’s selection process.)

Many schools explicitly ask applicants if they agree with statements about racial politics. Others gauge applicants’ views on or experience with woke concepts.

Harvard Medical School, the top-ranked institution, takes the latter approach. It asks applicants to share their “significant challenges in access to education, unusual socioeconomic factors, identification with a minority culture, religion, race, ethnicity, sexual orientation or gender identity.” It then encourages applicants to “explain how such factors have influenced your motivation for a career in medicine.”

Translation: Tell us how you want to solve social and political problems.

The curriculum centers around the idea of privilege in medicine.

We must fight back against health care’s terrifying conquest by the radically woke

The same holds true for Columbia University’s Vagelos College of Physicians and Surgeons, which is tied for third. It states its commitment to “diversity,” then asks applicants to prove how their “background and experiences” will “contribute to this important focus of our institution.”

Other medical schools are more direct. Duke University School of Medicine, tied for sixth place, asks applicants to describe their “understanding of race and its relationship to inequities in health and health care.” Before doing so, they’re told about “Duke’s collective stand against systemic racism and injustice.”

Duke further states that it expects students to go beyond “passive moments of reflection and becom[e] more active as we build to make lasting change.”

The University of Pittsburgh School of Medicine, ranked 14th, is even more blunt. It tells applicants: “We are interested in combating all forms of systemic barriers, and would like to hear your thoughts on opposing specifically: systemic racism, anti-LGBTQ+ discrimination, and misogyny.” It then doubles down with the ask: “How will you contribute?”

Similarly, the University of Texas Southwestern Medical School (#25) wants applicants to demonstrate “how you have committed yourself to understanding and aiding in the pursuit of equity and inclusion in your academic, professional or personal life.” How such activism relates to medicine is never stated.

Ditto at #43-ranked University of Miami Miller College of Medicine, where applicants must answer: “What have you done to help identify, address and correct an issue of systemic discrimination?” The answer can come from any facet of life, not just medicine.
The school says its mission is to end all forms of discrimination and marginalization.
University of Pittsburgh School of Medicine asks applicants how they will help end discrimination.

Read the rest.

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EDITORS NOTE: This Geller Report is republished with permission. ©All rights reserved.

U.S. Funded Study: Physics is Racist

“A $500,000 grant from the National Science Foundation funded a 22-page “study” that used Critical Race Theory to argue that physics was racist, in part because it rewards students for getting the right answer and uses whiteboards.” — Luke Rosiak, Daily Wire


US Funded Study Claims Physics is Racist Because Students Are Rewarded for Being Correct

By  Luke Rosiak •  •  DailyWire.com

A $500,000 grant from the National Science Foundation funded a 22-page “study” that used Critical Race Theory to argue that physics was racist, in part because it rewards students for getting the right answer and uses whiteboards.

The paper was funded through National Science Foundation Grant No. 1760761, which gave $500,000 to Seattle Pacific University for “understanding centrality and marginalization in undergraduate physics teaching and learning.”

“Critical Race Theory names that racism and white supremacy are endemic to all aspects of U.S. society, from employment to schooling to the law,” the paper reads. “We see the outcomes of this in, for example, differential incarceration rates, rates of infection and death in the era of COVID, and police brutality. We also see the outcomes of this in physics.”

In exchange for the hefty government funding, two scholars — a “chronically ill and disabled, physics-Ph.D.-holding, thin wealthy white woman” and a black man — watched videos of four science lessons, and spoke to two students and the teacher over Zoom.

[ … ]

Ironically, while the paper’s only finding of “whiteness” in a classroom was a Middle Eastern student supposedly oppressing his peers by helping them, it is the researchers themselves who seem to have the white person take up most of the space, with the white researcher conducting the Zoom interviews, referring to herself in the first-person in the text, and placing her name first.

Anticipating the rebuttal that cherry-picking a single exchange in one class lesson and turning it into a far-reaching metaphor is not rigorous research, the federally funded academics simply say anyone who said so would be “engaging in bad faith argumentation.”

Justifying how a Middle Eastern male working hard, getting the right answer, and helping his peers represents a negative trait called “whiteness” that is allegedly everywhere, they reason that “whiteness is pervasive, insidious, and complex.”

Yet they also could not describe it. “Part of the difficulty in characterizing whiteness lies with its having no genuine content,” the paper says.

Read more.

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Where Does Your State Rank in Education Freedom?

EDITORS NOTE: This Geller Report is republished with permission. ©All rights reserved.

Where Does Your State Rank in Education Freedom?

Florida ranks highest among the states in education freedom, while the District of Columbia trails behind all of them, according to a new “report card” from The Heritage Foundation.

The leading think tank’s 2022 Education Freedom Report Card, released Thursday, measures all 50 states and the District based on four broad categories: school choice, transparency, regulatory freedom, and spending. (The Daily Signal is Heritage’s multimedia news organization.)

Rounding out the top five states after Florida in overall education freedom are Arizona, Idaho, Indiana, and South Dakota.

The bottom five states, coming in just before the District in descending order, are Connecticut, Massachusetts, Maryland, New Jersey, and New York.

The authors write:

This report card sets a high bar for achieving and maintaining education freedom in the states. Our goal is that this annual ranking of states will not only inform parents and policymakers of what their states do well and where they need improvement, but that it will spur necessary and lasting reform.

The first of what will be a series of annual report cards from Heritage further divides categories into discrete factors that together determine the level of education freedom in each state.

Arizona ranks first in school choice as well as second in overall education freedom in Heritage’s analysis.

In July, Arizona Gov. Doug Ducey, a Republican, signed into law a bill extending education savings accounts to all K-12 students. Eligible students may use these accounts to pay for almost any schooling option—including private and charter school tuition as well as homeschooling expenses.

Florida and Indiana are among 13 states that also expanded existing school choice programs. Other states passed new school choice policies.

Real Clear Opinion poll found in June that 71% of Americans surveyed, an all-time high, said they support school choice.

But simply giving parents the freedom to choose their child’s private school isn’t enough, the authors of Heritage’s report write:

Although education choice is critical for the future of education freedom in this country—and some would argue that it is the reform that catalyzes all other necessary reforms in K–12 education today—it is one of many factors we assess in this report card.

As Heritage Foundation President Kevin Roberts, a contributor to the Education Freedom Report Card, previously has written:

When COVID-era remote learning began in 2020, parents gained an unprecedented view inside their students’ classrooms and their counties’ school board meetings. What they saw—fraudulent, woke propaganda disguised as curricula; union-driven closures; punitive mask and vaccine mandates; and the Democratic Party’s crackdown on objections to any of the above—has changed the moral and political foundations on which our education system rests.

With Americans’ trust in the public school system dropping by over a third in the past two years, according to Gallup Poll tracking, academic transparency is another growing priority.

New York, New Jersey, Illinois, and Massachusetts are among states that Heritage’s report card ranks low in transparency as well as in overall education freedom. These states, it says, have failed to bar or limit the teaching of critical race theory to K-12 students.

Florida ranks first for academic transparency, followed by Montana and South Dakota.

In March, Florida Gov. Ron DeSantis, a Republican, signed into law a requirement that school districts share course materials and library books with parents.

“In Florida, our parents have every right to be involved in their child’s education. We are not going to let politicians deny parents the right to know what is being taught in our schools. I’m proud to sign this legislation that ensures curriculum transparency,” DeSantis said during a signing ceremony in March.

A month later, DeSantis signed another bill into law that bars Florida’s K-12 schools from teaching critical race theory, which views all interactions through the lens of race.

Florida ranks second for regulatory freedom, following Mississippi with its perfect score because of low barriers to teaching, no chief diversity officers in school districts, and no testing based on Common Core education standards.

Jay Greene, senior research fellow in The Heritage Foundation’s Center for Education Policy, has argued that chief diversity officers “may be best understood as political activists who articulate and enforce an ideological orthodoxy within school districts.”

Greene writes:

In recent decades, the role of parents in determining the education of children has increasingly been displaced by a professional class of experts. The fact that these experts have pushed schools through a revolving door of failed educational fads, from whole language reading instruction to open classrooms to Common Core, has done nothing to diminish their confidence. This time they have it right, we’re told, so parents just need to get on board and hand their students over.

Return on taxpayer investment in K-12 education also contributes to a state’s overall education freedom ranking on the report card.

The District of Columbia ranks among the lowest for return on investment. The nation’s capital spends more per pupil than any state, yet takes 48th place in students’ average reading scores.

Idaho ranks first place in return on investment, spending almost the least per student to get the greatest academic returns.

Below is a list of all 50 states plus the District of Columbia, ranked highest to lowest for overall education freedom, according to Heritage’s report card:

  1. Florida
  2. Arizona
  3. Idaho
  4. Indiana
  5. South Dakota
  6. Mississippi
  7. West Virginia
  8. Montana
  9. Louisiana
  10. Tennessee
  11. Utah
  12. Texas
  13. Arkansas
  14. Georgia
  15. North Carolina
  16. Alabama
  17. Missouri
  18. Oklahoma
  19. New Hampshire
  20. Virginia
  21. Wyoming
  22. Iowa
  23. South Carolina
  24. Vermont
  25. Nevada
  26. Maine
  27. Michigan
  28. Nebraska
  29. California
  30. Kentucky
  31. Delaware
  32. Wisconsin
  33. Colorado
  34. Ohio
  35. North Dakota
  36. Kansas
  37. Pennsylvania
  38. New Mexico
  39. Minnesota
  40. Oregon
  41. Hawaii
  42. Illinois
  43. Washington
  44. Rhode Island
  45. Alaska
  46. Connecticut
  47. Massachusetts
  48. Maryland
  49. New Jersey
  50. New York
  51. District of Columbia

AUTHOR

Gillian Richards

Gillian Richards is a journalism fellow at The Daily Signal. Twitter: @gn_richards

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EDITORS NOTE: This FEE column is republished with permission. ©All rights reserved.

Pandemic ‘Learning Loss’ Actually Reveals More About Schooling Than Learning

The alleged “learning loss” now being exposed is more reflective of the nature of forced schooling rather than how children actually learn.


There are mounting concerns over profound learning loss due to prolonged school closures and remote learning. New data released last week by the US Department of Education reveal that fourth-grade reading and math scores dropped sharply over the past two years.

Fingers are waving regarding who is to blame, but the alleged “learning loss” now being exposed is more reflective of the nature of forced schooling rather than how children actually learn.

The current hullabaloo over pandemic learning loss mirrors the well-worn narrative regarding “summer slide,” in which children allegedly lose knowledge over summer vacation. In 2017, I wrote an article for Boston NPR stating that there’s no such thing as the summer slide.

Students may memorize and regurgitate information for a test or a teacher, but if it has no meaning for them, they quickly forget it. Come high school graduation, most of us forget most of what we supposedly learned in school.

In his New York Times opinion article this week, economist Bryan Caplan makes a related point: “I figure that most of the learning students lost in Zoom school is learning they would have lost by early adulthood even if schools had remained open. My claim is not that in the long run remote learning is almost as good as in-person learning. My claim is that in the long run in-person learning is almost as bad as remote learning.”

Learning and schooling are completely different. Learning is something we humans do, while schooling is something done to us. We need more learning and less schooling.

Yet, the solutions being proposed to deal with the identified learning loss over the past two years promise the opposite. Billions of dollars in federal COVID relief funds are being funneled into more schooling and school-like activities, including intensive tutoring, extended-day learning programs, longer school years, and more summer school. These efforts could raise test scores, as has been seen in Texas where students receive 30 hours of tutoring in each subject area in which they have failed a test, but do they really reflect true learning?

As we know from research on unschoolers and others who learn in self-directed education settings, non-coercive, interest-driven learning tends to be deep and authentic. When learning is individually-initiated and unforced, it is not a chore. It is absorbed and retained with enthusiasm because it is tied to personal passions and goals.

Certainly, many children have been deprived of both intellectual and social stimulation since 2020, as lockdowns and other pandemic policies kept them detached from their larger communities. I wrote back in September 2020 that these policies were damaging an entire generation of kids, and urged parents to do whatever possible to ensure that their children had normal interactions with the wider world.

Children who were not able to have those interactions will need more opportunities now to play and explore and discover their world. It is through this play, exploration, and discovery that they will acquire and expand their intellectual and social skills. This is best facilitated outside of a conventional classroom, not inside one.

“What we need is less school, not more,” writes Boston College psychology professor Peter Gray. “Kids need more time to play and just be kids. Mother nature designed kids to play, explore, and daydream without adult intervention because that is how kids develop the skills, confidence, and attitudes necessary for mental health and overall wellbeing.”

Fortunately, non-coercive schooling alternatives are becoming more widely available. My latest Forbes article describes an Illinois public middle school science teacher, Josh Pickel, who quit his job this summer to open a new self-directed microschool. As Pickel wondered: “What if we removed coercion and those kids were allowed to focus their energy and their intellect on things they care about?”

The start of this new school year brings with it greater education possibilities, including those like Pickel’s that enable children to joyfully explore content they care about, in pursuit of goals that matter to them, leading to genuine learning retained for years to come.

We can criticize school shutdowns and affirm that they never should have happened, while also recognizing that imposing more schooling is not the solution to presumed pandemic-era learning loss. It might raise test scores, but it’s unlikely to lead to true learning. Only freedom can do that.


Like this story? Click here to sign up for the LiberatED newsletter and get education news and analysis like this from Senior Education Fellow Kerry McDonald in your inbox every week.


AUTHOR

Kerry McDonald

Kerry McDonald is a Senior Education Fellow at FEE and host of the weekly LiberatED podcast. She is also the author of Unschooled: Raising Curious, Well-Educated Children Outside the Conventional Classroom (Chicago Review Press, 2019), an adjunct scholar at the Cato Institute, education policy fellow at State Policy Network, and a regular Forbes contributor. Kerry has a B.A. in economics from Bowdoin College and an M.Ed. in education policy from Harvard University. She lives in Cambridge, Massachusetts with her husband and four children. You can sign up for her weekly email newsletter here.

RELATED ARTICLE: Heritage Foundation Ranks Florida No. 1 in Education Freedom

EDITORS NOTE: This FEE column is republished with permission. ©All rights reserved.

Listen To The Very Clear Message From Bridget Ziegler A Florida School Board Member

A Message From Bridget Ziegler:

I appreciate Slate giving me an opportunity to air out some FACTS when it comes to The DeSantis Education Plan for Florida.

With so many politically motivated lies and false narratives being slung around, it’s vital for Conservatives to hit them head on, especially in left-leaning outlets such as Slate.

There is no doubt that voters agree with Conservatives on education issues, but as Conservatives – we MUST do a better job of explaining our positions.

Listen to the interview and let me know what you agree or disagree with.

©Bridget Ziegler. All rights reserved.

RELATED ARTICLE: Heritage Foundation Ranks Florida No. 1 in Education Freedom

VIDEO: Six Feet Of Blood Clots Removed From Vaxxed High School Football Player’s Legs

His calves were swelled up four inches larger. Watch:


Six Feet Of Blood Clots Removed From High School Football Player’s Legs Days Before Season Starts [VIDEO]

“His calves were swelled up four inches larger, in circumference, than they are now. So, he was very uncomfortable.”

By Gregory Hoyt, Red Voice, September 6, 2022

WAUSEON, OH – A high school football player has had his athletic career cut short after doctors found and removed approximately six feet of blood clots from the teenager’s legs. The cause of the blood clots is not yet known, but the teen now requires a regimen of blood thinners to ensure the issue doesn’t crop up again.

Kaden Clymer is a junior at a high school located in Wauseon and was looking forward to the start of the football season at school. However, playing the sport is no longer in the cards after an anomaly was discovered this past August.

Kaden’s mother, Maurine Clymer explained the bizarre medical issues that seemingly came out of nowhere on August 1st, telling a local news crew, “His dad took him to the emergency room after he was having severe pain in his back and legs.”

Tyson Rodriguez, one of Kaden’s teammates, remarked on when the issues first began fleshing out in the teen, saying, “I was a bit confused because I didn’t really know what was happening. He just told me that he wasn’t feeling good.”

On the evening prior to the high school football team had their first practice in the fall, Kaden was rushed to Toledo Children’s Hospital, with his mother explaining, “His calves were swelled up four inches larger, in circumference, than they are now. So, he was very uncomfortable.”

Looking back on his time at the hospital, Kaden stated, “I just wanted to go home, honestly. I didn’t really care what they did to me. I just wanted to go home.”

The teen and his family would eventually get the news of blood clots being the culprit behind the severe leg swelling. When Kaden learned of the underlying issue, he said he felt “really sad. I was crying and upset because I’ve played football my whole life, and I just wanted to play with my friends.”

An astonishing six feet of blood clots were removed from the teen’s legs, and has since been prescribed blood thinners that have ended his football career. After spending nine days in the hospital, the teenager returned to school while barely being able to walk.

Keep reading….

AUTHOR

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Massachusetts School District Settles Civil Rights Lawsuit with Football Coach Fired for Objecting to Critical Race Theory in Daughter’s Class

Washington, D.C. – Judicial Watch announced today that its client David Flynn, who was removed from his position as head football coach after exercising his right as a parent-citizen to raise concerns about critical race theory and Black Lives Matter propaganda in his daughter’s seventh-grade history class, settled his civil rights lawsuit against his former employers at Dedham Public Schools. As part of the settlement, the Superintendent of Dedham Public Schools, Michael Welch, acknowledged “the important and valid issues” raised by Flynn and specific changes in school policies because of Flynn’s complaint, including banning teachers from promoting Black Lives Matter to students online.

The Superintendent’s acknowledgment is the result of a February 2021 lawsuit filed in the United States District Court for the District of Massachusetts against the superintendent, high school principal, and high school athletic director for retaliating against Flynn for exercising his First Amendment rights (Flynn v. Forrest et al. (No. 21-cv-10256)).

The superintendent wrote in the letter that Flynn’s concerns were valid and that the school district is amicable to the settlement:

Dear Dave,

I hope you and your family are well. I am writing this letter to acknowledge the important and valid issues you raised regarding the Dedham Public Schools and the subsequent lawsuit you filed in federal court. I am pleased that we are able to amicably settle this matter after the recently filed appeal of the court’s decision.

First and foremost, I want to acknowledge and validate the concerns you initially raised regarding your daughter’s experiences at Dedham Middle School. You had every right to inquire about these issues, and you followed the appropriate steps in attempting to learn more. You correctly pointed out that the 7th grade social studies curriculum had significantly changed and parents were not informed of these changes. In probing this matter further, you discovered that the district’s website did not accurately reflect the new curriculum content, and parents were unable to understand what was being taught. Your legitimate questions prompted additional conversations at the School Committee level that ultimately led to the establishment of a Curriculum Advisory Committee that now brings together parents, community members, and district educators to broadly review and more thoroughly communicate curriculum changes and concerns. Curriculum updates are a necessary and important part of the work of school districts, and effectively communicating these improvements is a critical component of this process.

Your initial inquiry triggered a larger internal conversation about the district’s oversight in the teaching of these new curriculum units. More specifically, the sequencing of the curriculum’s identity unit and the virtual use of a Black Lives Matter emoji t-shirt by a teacher sparked a series of intense conversations about teacher autonomy and the importance of balanced messaging and viewpoints in the classroom. As you pointed out, positive intentions can often have unintended negative impacts on students. Ultimately, I directed staff to remove these t-shirt emojis and instructed them to not wear these in the classroom in the future.

Finally, I understand that after you raised these concerns at the classroom level, you left that initial conversation expecting to hear directly from the building principal. It appears this was unclear within the school and you did not hear back in a timely manner. I am sorry for this breakdown. Effective two-way dialogue among parents and school staff is the foundation of mutual trust. While we pride ourselves on this connection, in this particular instance this fueled frustration and identified room for improvement.

I regret that these initial justifiable concerns ultimately led to where we are today. As you have indicated, I appreciate your recognition of the opportunity to have improved the trajectory of this sequence. With this settlement, I hope we are able to put any divisions behind us and begin the important work of healing through better conversations and listening.

I recognize the school district’s opportunity to improve based upon the issues you have identified, and I thank you for raising them. As educators, I believe we can always learn from our experiences. Thank you for your many years of dedicated commitment to the development of student-athletes in Dedham.

Sincerely,

Michael J. Welch
Superintendent

“This a remarkable victory for Coach Flynn, as his federal civil rights lawsuit resulted in the Dedham School District admitting that he was absolutely right to be concerned about the district’s introducing a new, controversial CRT-style curriculum without parental notice or involvement,” said Judicial Watch President Tom Fitton. “And, Coach Flynn also appreciates that the teachers will no longer be able to use virtual learning to push Black Lives Matter symbols. It shouldn’t have taken a federal civil rights lawsuit for the school district to do the right thing. We hope other school officials take note they must treat parental curriculum concerns with respect and avoid radical indoctrination of children.”

“The past two years have been difficult for me and my family. I thank my family, friends, and everyone else who reached out for their continued support,” said Coach Flynn. “With Judicial Watch’s help, I can move on from this challenging situation knowing that by raising my concerns through the appropriate channels I made a difference for the students and families of Dedham Public Schools. I hope other parents can learn from this and not back down from fighting for what is best for their families.”

Judicial Watch lawsuits and FOIA requests on critical race theory and other leftist extremism are extensive:

  • Earlier this month, Judicial Watch sued on behalf of a Minneapolis taxpayer over a teachers’ contract that provides discriminatory job protections to certain racial minorities. The lawsuit was filed against the superintendent of the Minneapolis Public Schools, the Minneapolis Public Schools, and the Minneapolis Board of Education for violating the Equal Protection Guarantee of the Minnesota Constitution.
  • Judicial Watch in July 2022 sued the U.S. Department of Defense for records related to the United States Naval Academy implementing critical race theory in the training of naval recruits.
  • Records produced in April 2022 from the National Credit Union Administration (NCUA) show the government agency responsible for regulating credit unions required “inclusion and unconscious bias training” for the agency’s employees and contractors and offered advice on how to recognize and address alleged “microaggressions” in the workplace.
  • Records produced in February 2022 from the Consumer Financial Protection Bureau (CFPB) included a PowerPoint presentation titled “Race and gender based microaggressions” that was used for training at the organization.
  • Two sets of records obtained by Judicial Watch in November 2021 related to the teaching of critical race theory in Montgomery County Public Schools (MCPS), Maryland’s largest school system, included a training course with information about a book titled “Antiracist Baby” that introduces the youngest readers to “the concept and power of antiracism,” and says it’s the “perfect gift” for “ages baby to age 3.”
  • Records from Loudoun County, VA, obtained in October 2021 revealed a coordinated effort to advance critical race theory initiatives in Loudoun County public schools despite widespread public opposition.
  • A training document provided to Judicial Watch in October 2021 by a whistleblower in the Westerly School District of Rhode Island, details how its schools are using teachers to push critical race theory in classrooms. The training course was assembled by the left-leaning Highlander Institute and cites quotes from Bettina Love, from whom the Biden administration distanced itself publicly after her statements equating “whiteness” to oppression.
  • Records produced in June 2021 by Wellesley Public Schools in Massachusetts confirmed the use of “affinity spaces” that divide students and staff based on race as a priority and objective of the school district’s “diversity, equity and inclusion” plan. The school district also admitted that between September 1, 2020, and May 17, 2021, it created “five distinct” segregated spaces.
  • Heavily redacted records obtained by Judicial watch in May 2021from Montgomery County Public Schools (MCPS) in Maryland included documents related to their $454,000 “Anti-racist system audit” and critical race theory classes. Students were taught that the phrase “Make America Great Again” was an example of “covert white supremacy.”

EDITORS NOTE: This Judicial Watch column is republished with permission. ©All rights reserved.

NYC Assistant Principal Becomes Second School Official to Reveal Discriminatory Hiring Practices

*CLICK HERE TO TWEET THE VIDEO*


Project Veritas released the third video in its newly launched Education Series today exposing another school official in charge of administering the education of children between the ages of five and nine years old.

Todd Soper, Assistant Principal for the New York City Department of Education specifically managing neighborhood charter schools for grades K-4, was recorded discussing how he would not offer a job to a right-leaning individual because of their political views.

Here are some of the highlights from today’s video:

  • Todd Soper, Grade K-4 Assistant Principal, Neighborhood Charter Schools, NYC Department of Education: “We have very specific questions, and ultimately our Diversity-Equity-Inclusion question, our DEI question is — it’s very telling if somebody has done a lot of work within themself, within the profession…if people don’t answer that question right, they’re just an automatic not hire.”
  • Soper: “If they [candidates] say that diversity is about — if they say something that lends itself to be colorblind, which could happen, like, ‘Oh, it’s like, you know, like everyone is equal.’ Those things that are well-intentioned statements, but they’re missing the depth of understanding of how the intersections of our identity live out in the world. So, that person wouldn’t get hired.”
  • Soper: “Our students’ lives matter based on the color of their skin, and how that intertwines into the context of the world. So, if you’re not willing to embrace fully that aspect of our students — and that means talking openly about race and talking about injustices in the world, then I don’t know if you’re going to be able to fully fulfill your [teacher] responsibilities.”
  • Soper: A teacher “didn’t want to teach Black Lives Matter” ideology to her students and left the school. “She would’ve probably been fired eventually just based off of mindset. But yeah, she left.”

You can watch the full video HERE.

 

Soper also detailed the ways in which gender ideology is pushed onto children even before they get to Elementary School.

“We have always, and will continue to, embrace diversity on all levels. So, the same way we embrace identities that are based off of ethnicity, skin tone and gender, we also embrace orientation,” Soper said.

“Like, for kindergarten, for Pride month, we got — every kid had a mirror and we talked about — a read-aloud about an animal, or about a boy that said he wanted to be a mermaid. It’s a way to start, like, ‘You should be whoever you feel like you should be.’ That was kind of the message of [the] read aloud,” he said.

“It’s delicate, right? So, in kindergarten and first grade, they [students] are five and six [years old] — but I think we start with the umbrella theme of, ‘Embrace who you are. You have to love who you are, and each part of you is beautiful, whatever you feel.’ As kids get older and the idea of gender becomes more salient, which happens more towards fourth grade…the conversations deepen as the kids get older.”


*CLICK HERE TO TWEET THE VIDEO*


EDITORS NOTE: This Project Veritas expose is republished with permission. ©All rights reserved.

PODCAST: Why This East Coast State Is Becoming a Hub of Education Entrepreneurship

New Jersey education entrepreneurs are embracing an ethos of permission less innovation, creating new learning solutions that work well for children and others in their communities rather than trying to change an entrenched traditional school system.


When Ben Ashfield and Tammy Tiranasar couldn’t find their preferred educational environment for their two younger children, they decided to build it. Ben works in advertising and Tammy is an artist, but first and foremost they are entrepreneurial parents who want the best for their children. Last fall, the couple took over a vacated classroom space in Mountainside, New Jersey, and created The Village Electric as a full-day, co-learning center for local children ages two to twelve, open five days a week. They launched with 45 kids and several teachers.

This year, their program continues to thrive, but Ben and Tammy aren’t content with creating just one alternative learning model that satisfies their family’s needs. They want their space to become an incubator for many other entrepreneurial parents and teachers who wish to build microschools and co-learning communities of their own.

“The benefit of The Village Electric is making it easier to get involved in education and to innovate in education,” said Ben, likening his vision to that of WeWork and related coworking spaces that help to foster collaboration and knowledge-sharing. I talked with Ben and Tammy on this week’s episode of the LiberatED podcast.

“We felt we could benefit from creating a community for kids where we are working together, but it’s also a place for entrepreneurial teachers to start their vision of what school can be,” Ben continued. “It’s a place for people to start co-ops if they’re homeschoolers. It’s a place where homeschoolers can find community on their schedule. It’s a place where people can do their online learning except do it in a community of people learning other things. I would love to see an explosion of innovation happening like what you saw in Silicon Valley 15 years ago where people are trying lots of different things.”

Over the past two years, the Garden State has emerged as an ideal spot to pursue education entrepreneurship and invent a variety of schooling alternatives. You may recall my conversation earlier this year with Jill Perez, a long-time teacher and supervisor of student-teachers at the university level, who created a “pandemic pod” in 2020 with other New Jersey families. She then shifted that into a full-fledged microschool last fall, opening with more than 40 students, along with teachers she recruited from the New York City public schools. She recently purchased a building for her microschool and her program continues to grow.

Similarly, last spring I spoke with Lorianne Bolotin, an immigrant physician and midwife who never thought she would be in the education business until school closures prompted her to homeschool her children. Like Jill, she created a pod with local families and turned that into an established microschool in leased commercial space in a New Jersey office park. Her program also continues to expand and evolve, including her efforts to support a network of similar microschools across the country.

What is it about New Jersey that is making it a developing hub of education entrepreneurship and creative learning options? Certainly prolonged school closures and related pandemic policies contributed to more families exiting district schools for private education options, including homeschooling. New Jersey public schools experienced lengthy closures and reopened with mask mandates and other policies that frustrated some parents. The New Jersey Department of Education reported that the state’s traditional public schools lost a record 18,000 students during the 2020/2021 and 2021/2022 school years, reflecting a larger trend in declining public school enrollment nationwide since 2020. Enrollment declines were steepest in school districts that remained closed longer and relied more on remote learning, as well as those that kept mask mandates, according to data from the American Enterprise Institute.

New Jersey is also one of the least restrictive states for homeschooling, with no notification requirement for parents who want to homeschool their children, and few regulations. This ease of homeschooling has contributed to the proliferation of microschools, learning centers, and similar schooling alternatives, and all of the New Jersey microschools I have spotlighted this year operate as full-time, drop-off programs for homeschoolers. Some also offer part-time options as well. This enables families to be integrally involved with their children’s education while providing the flexibility for parents to continue working full-time and allowing their children to have a consistent peer group and ongoing academic enrichment.

These New Jersey microschools also tend to be less costly than other private schools in the state. For example, The Village Electric’s annual tuition is $10,500 for a full-day, Monday through Friday program, while the average New Jersey private school tuition is 42 percent higher than that. If New Jersey adopted school choice policies like those in Arizona and West Virginia that enable education funding to follow students instead of going to school districts, then microschools and similar learning communities would be accessible to even more families.

Some New Jersey microschools, including The Village Electric, are recipients of microgrants from VELA Education Fund, a non-profit organization that provides funding to non-traditional education organizations and schooling alternatives. VELA grant recipients frequently use their funds to help provide scholarships and tuition assistance to families who need it.

New Jersey education entrepreneurs are embracing an ethos of permissionless innovation, creating new learning solutions that work well for their children and others in their communities rather than trying to change an entrenched traditional school system. “As parents, we need to exercise our right to educate our children in the way that we think they need to be educated, and not ask for permission for that,” said Ben. “If you’re going to your school board and fighting with your public school, while I so appreciate that and understand that, we also need to just exercise our right to educate our children. That’s what inspired Tammy and me. We asked: How can we do something productive where we don’t feel like we’re wasting our energy trying to change something that really has no interest in changing?”

More entrepreneurial parents and educators in New Jersey and beyond are asking, and answering, that question.

AUTHOR

Kerry McDonald

Kerry McDonald is a Senior Education Fellow at FEE and host of the weekly LiberatED podcast. She is also the author of Unschooled: Raising Curious, Well-Educated Children Outside the Conventional Classroom (Chicago Review Press, 2019), an adjunct scholar at the Cato Institute, education policy fellow at State Policy Network, and a regular Forbes contributor. Kerry has a B.A. in economics from Bowdoin College and an M.Ed. in education policy from Harvard University. She lives in Cambridge, Massachusetts with her husband and four children. You can sign up for her weekly email newsletter here.

EDITORS NOTE: This FEE column is republished with permission. ©All rights reserved.

Documentary ‘Keep This Between Us’ exposes sexual predators and ‘widespread grooming’ in our public schools

On August 9th of 2017 we wrote about Jason Edward Meyers a teacher at Palmetto High School in Miami-Dade, Florida who is a pedophile who stalked his underaged students for sex for a decade. We wrote,

As Florida’s public school students are heading back to school, parents should be aware that Miami-Dade County Public Schools have been plagued by numerous sexual assault cases by teachers and administrators over the past five years, the most recent being the “Jason’s Girls” episode.

According to a legal complaint filed in federal court in Miami, Jason Meyers had molested numerous girls since 2004. When his principal at the time was told of a particular offense in 2008, the complaint alleges, he was transferred to another school. The complaint reads in part:

This action concerns the repeated sexual abuse and harassment of Plaintiff by her English and Creative Writing teacher, Jason Edward Meyers (“Meyers”), during Plaintiff’s junior and senior years at Miami Palmetto Senior High School (“Palmetto High School”), while she was 16 and 17 years oldPlaintiff is one of many underage female students that Meyers recruited, groomed, and exploited in a systematic fashion during his near decade-long tenure as a known sexual predator employed by Defendant. [Emphasis added]

Now there is a documentary titled Keep This Between Us about Jason Meyers and other predators in our public school classrooms.

In this documentary a woman re-examines her past relationship with a teacher, exposing the shocking statistics of widespread grooming in U.S. high schools.

On August 4th, 2022 we published an article titled It Took Over 6-Years and 9 Months to Bring to Trial a Teacher Accused of Being a Sexual Predator. Why?

The article was about Jason Edward Meyers and that he is still walking the streets of Miami, Florida, even though he is facing three felony charges of sexual battery. We wrote,

Many are questioning if our criminal justice systems are working properly and we are insuring that those accused of a crime are brought to trial quickly.  One Florida case caught our attention after a reader contacted us.

We were recently made aware of the criminal trial of Jason Edward Meyers in Miami-Dade County, Florida. Meyers is a former Palmetto High School teacher who is accused of 3 counts of felony sexual battery upon young girls, who were his students, in April of 2014.

Meyers is still walking the streets of Miami-Dade County on his own recognizance. To date there have been 572 docket hearings on the Meyers case. Unbelievable. If we can’t bring someone accused of sexual battery to trial what does that say about our criminal justice system?

We thought that justice must be swift in order to be effective in deterring crime.

We were wrong when it comes to Miami-Dade County. It seems justice is slow and favors the alleged perpetrator rather than his victim or victims

Jason Edward Meyers originally appeared in court on a bond hearing on February 19th, 2016 (read the details of State Case here: No. 132016CF0034080001XX.)

According to the Miami-Dade County Clerk of the Courts Meyers is now scheduled for a trial hearing on November 28th, 2022 at 9:30 a.m. (see Meyers, Jason Edward case file). That is 6 years and 9 months after the alleged crime of sexual battery upon a young girls.

Soviet Union prisoner Aleksandr I. Solzhenitsyn in his biography The Gulag Archipelago wrote, “When we neither punish nor reproach evildoers, we are not simply protecting their trivial old age, we are thereby ripping the foundations of justice from beneath new generations.

We agree. Not punish sexual predators, pederasts, pedophiles and perverts rips apart the very foundation of our justice system. These criminals prey upon our most vulnerable children!


Keep This Between Us” premiered on August 29th and is now streaming on Hulu.


©Dr. Rich Swier. All rights reserved.

CHILD ABUSE: Reading, Math Scores PLUNGE for 9-year olds, Data Shows

Epic fail on every level. Once we led the world, now we barely bring up the rear. The left has destroyed every great American achievement.

Get your children out of government schools. They are abusing your children.

Reading, math scores fell sharply during pandemic, data show

By: Colin Binkley, AP, Sep 1, 2022

WASHINGTON (AP) — Math and reading scores for America’s 9-year-olds fell dramatically during the first two years of the pandemic, according to a new federal study — offering an early glimpse of the sheer magnitude of the learning setbacks dealt to the nation’s children.

Reading scores saw their largest decrease in 30 years, while math scores had their first decrease in the history of the testing regimen behind the study, according to the National Center for Education Statistics, a branch of the U.S. Education Department.

The dramatic setbacks, which erased two decades of progress in American test scores, reflect years of upheaval for the country’s education system. Schools shut down for months at a time amid COVID-19 outbreaks. Many children spent a year or more learning from home. Virus outbreaks among staff and students continued the disruption even after kids returned to the classroom.

The declines hit all regions of the country and affected students of most races. But they were most dramatic for the country’s most vulnerable kids. Students of color saw some of the steepest decreases, widening the racial achievement gap.

Much of the nation’s standardized testing didn’t happen during the early days of the pandemic, so the findings released Thursday gave an early look at the impact of pandemic learning disruptions. Broader data is expected to be released later this year as part of the National Assessment of Educational Progress, also known as the Nation’s Report Card.

“These are some of the largest declines we have observed in a single assessment cycle in 50 years of the NAEP program,” said Daniel McGrath, the acting associate commissioner of NCES. “Students in 2022 are performing at a level last seen two decades ago.”

In math, the average score for 9-year-old students fell 7 percentage points between 2020 and 2022, according to the study. The average reading score fell 5 points.

The pandemic’s upheaval especially hurt students of color. Math scores dropped by 5 percentage points for white students, compared with 13 points for Black students and 8 points for Hispanic students. The divide between Black and white students widened by 8 percentage points during the pandemic.

Decreases were more uniform in reading: Scores dropped 6 points for white, Black and Hispanic students.

For Asian American students, Native American students and students of two or more races, there was little change in reading or math between 2020 and 2022, the study found.

The setbacks, especially among underprivileged kids, raised alarms in the education world. Denise Forte, interim CEO of the Education Trust think tank, called it “deeply disturbing.”

“Due to inequitable and unjust school systems, students who are the most underserved continue to struggle academically both before and during the pandemic,” Forte said. “Decision-makers at all levels have not done nearly enough to address the long-standing resource inequities that prohibit Black, Latino and students from low-income backgrounds from reaching their full academic potential.”

Read full article.

AUTHOR

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EDITORS NOTE: This Geller Report is republished with permission. ©All rights reserved.

Watch Prestigious NYC School Director Touts ‘Sneaking’ Her Political ‘Agenda’ into Classrooms

‘Disrupt Wherever I Can’ … ‘I Felt Like a Double Agent’ … ‘Huge Contingent’ of White Boys ‘Are Just Horrible’.


*CLICK HERE TO TWEET THE VIDEO*


Project Veritas released a second video in its newly launched Education Series today exposing a senior administrator at a prestigious New York City private school.

Jennifer Norris, who is employed by Trinity School NYC as its Director of Student Activities, was recorded admitting how her current leadership role facilitates her goal of promoting politics in the classroom.

Here are some of the highlights from today’s video:

  • Jennifer Norris, Director of Student Activities, Trinity School NYC: “I just keep trying to disrupt wherever I can. And now that I’m in this position, I have so many opportunities to do that.”
  • Norris: “I don’t hide how I feel, but I can’t pretend I’m [not] promoting an agenda even though I clearly am with all the stuff I’m doing.”
  • Norris: “There’s always groups of teachers who want to do these [activist] things, but the administration just wouldn’t let us. So, we’ve been just sneaking things in [through] the cracks.”
  • Norris: “When I first started there [at Trinity School NYC], I hid my whole life. I felt like a double agent or something.”
  • Norris: Trinity School NYC is “definitely a school where conservatives would not feel comfortable.”

You can watch the full video HERE.

This is the second educator that Project Veritas has exposed just this week.

How many more people like Jennifer Norris and Jeremy Boland are out there?

Stay tuned for more Secret Curriculum videos coming soon…


*CLICK HERE TO TWEET THE VIDEO*


RELATED VIDEO: Former KGB Agent Explains how Communist Regimes Control Your Kids

EDITORS NOTE: This Project Veritas expose is republished with permission. ©All rights reserved.

POLK COUNTY, FLORIDA: Citizens Defending Freedom Files Complaint RE: Pornographic/Age Inappropriate Books in Public Schools

Apparently, No law enforcement agencies in Polk County, Florida have taken any action concerning pornographic/age inappropriate books currently available in Polk County Public School Media Centers. It is difficult for me to explain their seemingly lack of concern about this issue by refusing to even conduct an investigation nor even to openly support an Opt-In option for parents.

We owe our appreciation to Polk County Citizens Defending Freedom (CCDF) and Polk Executive Director Robert Goodman for having the courage and integrity to take this action which 42 Winter Haven 912ers and 48+ County Citizens Defending Freedom members participated in. It seems very reasonable to ask for an OPT-IN policy which will require parents to actually approve access of these books to their children. We are hopeful the State DOE or other agency will weigh in on this issue.

As stated below, Lisa Miller, Sarah Fortney, Sara Beth Wyatt and Kay Fields opposed Superintendent Heid’s initial plan for an Opt-In, Opt-Out policy and convinced him to change it to only an Opt-Out policy which few parents will even know about. In evidence of this, the Aug deadline has already passed with only 42 parents of over 100,000 PCPS students completing the Opt-Out form online. So much for supporting Parent’s Rights.

Lisa Miller expressed concern below about a law suit and that the left would come after the Bible which are both faux reasons in my opinion.

Remember this when voting in General Election in Nov. and vote for Jill Sessions to replace Lisa Miller in the SB run off.

Leader of group targeting Polk school library books asks police agencies to take action

Paul Nutcher The Ledger  09/30/22

The leader of the County Citizens Defending Freedom has tried to get law enforcement, state prosecutors and lawmakers, including the governor’s office, to respond to the group’s complaint that parents should be required to opt-in to let their children checkout books the group says are offensive and harmful to students.

The district has chosen instead to maintain its opt-out policy that allows parents to restrict their students from reading any book at school libraries, but keeps the challenged books in Polk schools.

Robert Goodman followed through with his pledge at the last Polk County School Board meeting to file police reports if the district kept distributing at least 12 of 16 controversial library books the group challenged late last year.

Polk books: Polk schools superintendent defends library book policy as activist threatens to file police reports

‘Opt-out’ policy: Polk County schools switch to ‘opt-out-only’ process for restricting library books. Here’s what that means

Florida’s book bans: Which titles are being pulled from school media centers?

The Polk County Sheriff’s Office and several police departments in the county have been in contact with Goodman, the leader of the Polk County CCDF.

Goodman filed reports with Lake Alfred, Winter Haven, Haines City and the Mulberry substation of the Sheriff’s Office as well as its main office to inform law enforcement of the board policy. As of Tuesday, he had not visited the Lakeland or Bartow police departments.

When none of the law enforcement agencies took action, he cast a wider net, writing an email to Gov. Ron DeSantis, Attorney General Ashley Moody, State Attorney Brian Haas of the 10th Judicial Circuit based in Bartow, members of the Florida legislature, county commissioners and the Polk School Board.

Goodman said Tuesday he had received a reply from at least one of the state officials but would not say who it was. None of the state officials contacted by The Ledger responded to requests for comment.

Read more.

©Royal A. Brown III. All rights reserved.

CONNECTICUT: School Hiring Discrimination Ensures ‘Subtle’ Child Indoctrination—The Secret Curriculum


*CLICK HERE TO TWEET THE VIDEO*


Project Veritas released the first video in its newly launched Education Series today exposing a senior official at a prominent public school.

Jeremy Boland, who serves as Cos Cob Elementary School’s Assistant Principal, was recorded bragging about how he oversees the hiring of teachers who will disseminate “progressive” political ideas in the classrooms.

Here are some of the highlights from today’s video:

  • Jeremy Boland, Assistant Principal of Cos Cob Elementary School: “Believe it or not, the open-minded, more progressive teachers are actually more savvy about delivering a Democratic message without really ever having to mention politics.”
  • Boland: “So, it’s subtle. They [teachers I hire] will never say, ‘Oh, this is [a] liberal or a Democratic way of doing this.’ They’ll just make that the norm — and this is how we handle things, it’s subtle…That’s how you get away with it.”
  • Boland: “The conservative [teacher], who is stuck in her ways. I’ll never be able to fire her, and I’ll never be able to change her. So, I make an impact with the next teacher I hire.”
  • Boland: “Protestants in this area [of Connecticut] are probably the most liberal. But if they’re Catholic — conservative…You don’t hire them.”
  • Boland: “If someone is raised hardcore Catholic, it’s like, they’re brainwashed — you can never change their mindset.”
  • Boland: “For one position, I think we had 30 applicants. So out of all those applicants, I don’t think I interviewed anybody over the [age] of 30…the older you get, the more set in your ways — the more conservative you get.”
  • Connecticut Law, Section 46A-60B1, specifically bars discriminatory employment practices. A violation occurs if anyone refuses to hire or employ people “because of the individual’s race, color, religious creed, age, sex, gender identity or expression.”

You can watch the full video HERE.

The question remains: how many students have been adversely affected by Boland’s hiring practices?

Further, how many schools across the country have administrators just like Boland?


*CLICK HERE TO TWEET THE VIDEO*


EDITORS NOTE: This Project Veritas exposé is republished with permission. ©All rights reserved.

Governor Ron DeSantis on the Recommendation of a Grand Jury Removes 4 Broward County School Board Members

The gross negligence surrounding the Marjory Stoneman Douglas High School shootings in March 2018 was astounding including failures by the School District, the local FBI, the Broward Cowards in the Broward County Sheriff’s Office, including Sheriff Israel, and even the Administrator’s of the High School itself.

Parents of children murdered sued the School District for negligence and received $130 million after settling with the Department of Justice.

Remember that the School District had taken a large Grant from Obama/Holder called the “Promises Program” to suppress the criminal activity of minority students including the killer Cruz.  Also both the Broward County Sheriff’s Office and FBI had numerous reports on social media warning about Cruz that they failed to follow up on.  Sheriff Israel had a terrible policy in regard to response to active shootings; his Deputy stationed at the school was a coward hiding behind those policies and the Marjory Stoneman Douglas High School Administration failed in many ways.

These terrible mass murders were preventable.

This was outlined in the Special Commission’s Report on the shootings.

Sadly, the result was a knee jerk reaction by Republicans under pressure in the Legislature to quickly drum up a Red Flag Law modeled after existing Blue State Laws which reduced the rights of law abiding gun owners.

DeSantis removes more local elected officials from office. This time, it’s school board members

Zac Anderson Tallahassee Democrat:

Gov. Ron DeSantis is removing more local elected officials from office, this time on the recommendation of a grand jury.

DeSantis announced Friday he is removing Broward County School Board members Patricia Good, Donna Korn, Ann Murray and Laurie Rich Levinson. They serve the nation’s sixth-largest school district and second-largest in Florida.

A grand jury investigating school safety issues in the wake of the shooting at Marjory Stoneman Douglas High School in Broward County recommended that the school board members be removed. The grand jury accused the elected officials of “incompetence and neglect of duty.”

“We recommend that the Governor remove them from their elected offices,” the grand jury report states.

DeSantis immediately appointed four people to replace the suspended school board members:

  • Torey Alston, a former Broward County commissioner and president of Indelible Solutions;
  • Manual “Nandy” A. Serrano, a member of the Florida Sports Foundation Board of Directors, and CEO and Founder of Clubhouse Private Wealth;
  • Ryan Reiter, a U.S. Marine veteran and Director of Government Relations for Kaufman Lynn Construction;
  • Kevin Tynan, an attorney who previously served on the Broward County School Board and South Broward Hospital District.

©Royal A. Brown III. All rights reserved.

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