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Bill Evers: New Ethnic Studies Curriculum Is Getting Backlash For Being Too PC. How Should The Course Be Taught?

interview with Williamson M. Eversvia KPCC 89.3 (Southern California)
Monday, August 12, 2019

Hoover Institution fellow Bill Evers discusses a proposed California bill that would mandate high school students take ethnic studies as a requirement for graduation. But, the proposed curriculum for ethnic studies is extremely left-leaning and filled with cumbersome jargon that would become a vehicle to argue politics rather than critical thinking about race, ethnicity, and indigeneity.


Teacher Pay And Student Performance

by Eric Hanushekvia PolicyEd
Thursday, August 8, 2019

Teaching is an underpaid profession. As a result, the quality of teachers is below what it would be if compensation were similar to industries of comparably skilled workers.

In the News

Fulcrums Of Manipulation

quoting Williamson M. Eversvia Murray Ledger & Times
Wednesday, August 7, 2019

If I ignored my mother’s call for dinner a few times while playing with friends outside, she could get my attention by suggesting emphatically, “Gregory, I’m going to tell your father when he gets home if you don’t get in here and eat.” As I recall the suggestion worked; although I huffed a bit as I told my friends I had to go. There was no question about what the “tell dad” phrase meant. Absolutely nothing confusing about that!

Analysis and Commentary

Andy Matuschak On Books And Learning

by Russell Robertsvia EconTalk
Monday, August 5, 2019

Software Engineer Andy Matuschak talks about his essay "Why Books Don't Work" with EconTalk host Russ Roberts. Matuschak argues that most books rely on transmissionism, the idea that an author can share an idea in print and the reader will absorb it. And yet after reading a non-fiction book, most readers will struggle to remember any of the ideas in the book. Matuschak argues for a different approach to transmitting ideas via the web including different ways that authors or teachers can test for understanding that will increase the chances of retention and mastery of complex ideas.

Analysis and Commentary

Teachers Get Real About Discipline Reform

by Amber M. Northern, Michael J. Petrillivia Thomas B. Fordham Institute
Wednesday, July 31, 2019

Last December, a headline in Chalkbeat announced the end of a contentious two-year debate among school discipline reformers and other ed-policy aficionados: “It’s official: DeVos has axed Obama discipline guidelines meant to reduce suspensions of students of color.”

In the News

Survey: Teachers Are Conflicted About The Role Of Suspensions

quoting Michael J. Petrillivia Education Week
Tuesday, July 30, 2019

Many teachers think out-of-school suspensions are racially biased and can be harmful to students—but many still claim they have a role in controlling student behavior, with about half of teachers saying that schools should suspend students more often, a new study finds. 


California Wants To Teach Your Kids That Capitalism Is Racist

by Williamson M. Eversvia The Wall Street Journal
Monday, July 29, 2019

A new model curriculum for ‘ethnic studies’ is a handbook for classroom propagandizing.

Analysis and Commentary

Widening Excellence Gap

by Chester E. Finn Jr.via The Thomas B. Fordham Institute
Wednesday, July 24, 2019

The ever-vigilant Jack Kent Cooke Foundation has issued a short (two-page!), trenchant issue brief—closer, really, to an infogram—showing how the “excellence gap” in American schools has actually worsened over the past two decades.

Everything Is F***d

by John H. Cochrane
Monday, July 22, 2019

The most hilarious course syllabus I've seen in a while, from Professor Sanjay Srivastava at the University of Oregon.


Eric Hanushek: School Demographics, Teacher Salaries, And The Economics Of Education

interview with Eric Hanushekvia The Federalist
Monday, July 22, 2019

Hoover Institution fellow Eric Hanushek discusses a number of topics including: common misconceptions for improving US schools, the culture war within public schools, the impact of a child’s family life on education, and the correlation between a teacher’s pay and the quality of education.


K-12 Education Task Force

The K–12 Education Task Force focuses on education policy as it relates to government provision and oversight versus private solutions (both within and outside the public school system) that stress choice, accountability, and transparency.

CREDO at Stanford University