PDF Summary:Race to the Bottom, by Luke Rosiak

Race to the Bottom by Luke Rosiak explores the concerning direction of the American education system. As schools increasingly integrate controversial political ideologies like critical race theory into curricula, the focus shifts away from core academics like reading, math, and science. This book reveals how activist groups have gained influence over school boards and educational policies, often against parents' wishes.

Rosiak argues that current trends—from dismantling merit-based admissions to activist training of students—undermine quality education. By examining issues like grade inflation and questionable diversity initiatives, this book scrutinizes education's shifting priorities and their impact on student achievement.

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• The actions taken by unions may reflect the concerns and preferences of the majority of their members, which is a fundamental aspect of union representation.
• The academic futures of students are influenced by a multitude of factors, and it is difficult to isolate the impact of the union's actions from other pandemic-related disruptions.

The struggle for control over educational policy is actively taking place through the diligent efforts of various activist groups and teachers' unions to ensure the victory of candidates in school board elections who are aligned with their distinct objectives.

Rosiak argues that the nature of previously subdued elections, influenced by a handful of engaged parents, has evolved into intense battles for ideological control, with numerous groups and educators' associations pouring substantial resources into securing the triumph of candidates aligned with their ideologies. He contends that such organizations capitalize on the general public's inattention to less prominent electoral occurrences to successfully position individuals with extreme ideologies in positions they probably wouldn't attain in more fiercely contested races.

Affluent organizations have employed deceptive tactics to gain influence on school boards, capitalizing on student activists and exploiting the reality that parents frequently lack the time to be involved in local political issues.

Rosiak sheds light on the tactics used by influential groups to influence the election of school board members, taking advantage of the community's disengagement with local administration and the intricacies of grasping the jargon linked to educational policy. He emphasizes that although Equity4Wake seems to be an independent organization advocating for racial equity in the educational system of a county in North Carolina, it was actually created and directed by the district's Office of Equity Affairs. These organizations, which present themselves as popular uprisings, actually promote agendas that benefit their own financial and ideological interests under the guise of broad consensus.

The writer also details the manipulation of young advocates by campaigners, leveraging their naivety and inexperience as a means of eliciting sympathy and deflecting critical examination. By crafting speeches for student representatives and deftly portraying them as the sentiments of the broader student body, they effectively control the public discourse and overwhelm school board members with the demands of a vocal minority within the student community.

Practical Tips

• You can scrutinize campaign materials for transparency by checking the source of funding and cross-referencing with local business interests. When you receive flyers, emails, or see advertisements for school board candidates, look up the financial disclosures and see if there's a connection to local businesses. This will help you identify potential biases or deceptive tactics.
• You can engage with student activists by offering to support their causes through your social media platforms. By doing so, you amplify their voice and contribute to the spread of their message. For example, if you have a following on Instagram or Twitter, you can repost their content or create posts that highlight their initiatives, ensuring that you credit them and their movement appropriately.
• Subscribe to a local political newsletter and read it while commuting or waiting in lines. Staying informed can be as simple as reading a curated newsletter that summarizes the key political developments in your area. This habit ensures you're aware of what's happening and can make informed decisions when you do have time to engage more deeply.
• Organize informal coffee meetups with neighbors to discuss community issues in a relaxed setting. Rotate hosting duties among participants to foster a sense of ownership and commitment to staying engaged with local governance.
• Start a conversation with school board members or local officials about the importance of educational equity. This can be as simple as sending an email or attending a public meeting to voice your support for initiatives like those led by Equity4Wake. Your engagement can help raise awareness and potentially influence policy decisions.
• Develop a habit of critical media consumption by analyzing news sources for potential bias related to their ownership. When you read an article or watch a news segment, take a moment to research who owns the media outlet and what other interests they might have. For instance, if a media company is owned by a conglomerate with ties to the pharmaceutical industry, be cautious of how they report on health and medicine-related topics.
• You can critically evaluate social movements by researching their funding sources and leadership structures. To understand the true intentions behind any social movement, look into where their funding comes from and who is in charge. This can often reveal whether they are genuinely grassroots efforts or if they have underlying agendas. For example, if a movement claims to be for environmental conservation but is funded by a company with a history of pollution, there may be a conflict of interest.
• Create a personal checklist of red flags to watch for when engaging with advocacy campaigns. This could include overly simplistic solutions to complex problems, emotional appeals without supporting data, or pressure to commit before you have all the information. Keep this checklist handy and refer to it whenever you encounter a new campaign.
• Start a blog to analyze and discuss the impact of student speeches on public discourse. By writing regular posts, you can explore how student representatives use language and rhetoric to shape opinions. For example, after a student council meeting, write a post examining the persuasive techniques used in the speeches and their potential effects on the audience.
• You can enhance your persuasive communication by practicing concise messaging with friends or family. Start by identifying a cause you're passionate about and create a clear, compelling message that you can convey in under a minute. Share this with friends or family members and ask for their honest feedback on its persuasiveness and clarity. This will help you refine your approach to ensure your demands are understood and taken seriously when you present them to decision-makers.

After securing roles that allowed them to exert control, the school board members with a penchant for activism wielded their authority to stifle opposing viewpoints, silence disagreement, and enforce their own doctrinal views.

Rosiak argues that education board officials, frequently supported by advocates, abuse their authority upon gaining power, suppressing any dissent against their ideological objectives and utilizing public resources to promote their agendas. They often violate open meeting laws, show contempt toward dissenting parents, and disregard information that contradicts their established beliefs.

In Howard County, Maryland, for example, the school board imposed a widely unpopular busing plan despite receiving 6,650 comments opposing it and only 150 supporting it. Rosiak details the methods by which committee members suppressed opposition, including the threat of expelling community members from public meetings for overly frequent sign displays, spreading misleading facts to counter arguments about student transfers, using the district's digital messaging platforms to broadcast endorsements of their stance, and secretly collaborating with a local authority to create the illusion of broad political backing for their measures.

Other Perspectives

• The term "stifling opposing viewpoints" may be subjective; what some perceive as suppression could be the board's attempt to maintain order and civility during public meetings.
• The perception of enforcing doctrinal views could be a misunderstanding of the board's attempt to adhere to state or federal educational guidelines and mandates.
• The term "abuse of authority" implies intent to do harm, which may not be the case; officials could be acting in what they perceive as the best interest of students and the education system.
• The term "agendas" can be subjective, and what is viewed as an agenda by some may be seen as necessary reform or improvement by others.
• Open meeting laws are complex, and what may appear as a violation could sometimes be a misunderstanding or misinterpretation of these laws.
• What is perceived as contempt could be a misunderstanding or miscommunication between the school board and parents, rather than an intentional disregard for parental concerns.
• What appears to be a disregard for opposing information could be a prioritization of evidence-based practices over anecdotal concerns or less credible data.
• The number of comments received does not necessarily reflect the full spectrum of community opinion, as those in favor may not have been as vocal.
• The board may have access to additional data or research supporting the busing plan that was not reflected in the public comments.
• Expelling individuals based on the frequency of sign displays may be a content-neutral policy, focusing on the manner of expression rather than the viewpoint being expressed, to maintain decorum.
• The dissemination of facts that appeared misleading could have resulted from a communication breakdown or lack of clarity, rather than a deliberate attempt to deceive.
• The use of digital messaging platforms by the school board could be seen as an effort to provide transparency and clarity about their actions and policies.
• The idea of broad political backing is subjective; what seems like an illusion to some may appear as adequate representation to others, depending on their perspective.

The focus on educational standards that prioritize measurable achievements and excellence has diminished.

School districts are dismantling academic standards and meritocratic admissions policies, often citing the need for "equity," despite the harm this does to student achievement and college preparedness.

Rosiak argues that educational systems, under the guise of promoting "equity," are gradually eliminating traditional academic benchmarks, merit-based admissions, and impartial evaluations of student performance, while adopting ideologically driven, subjective criteria that mask the true level of student underperformance. He argues that this tendency to hide flaws rather than addressing their root causes ends up harming students, particularly those from disadvantaged backgrounds who could gain significantly from a rigorous educational setting.

Educators are increasingly embracing evaluation methods grounded in "standards" that obscure the actual level of student comprehension, replacing objective academic accomplishments with criteria that are subjective and ideologically driven.

The writer scrutinizes the dangers associated with "standards-based" grading and evaluation methods, emphasizing their tendency to replace firm measures of academic achievement with malleable criteria that can be manipulated to unjustly elevate educational outcomes, thereby masking shortcomings in the schooling system. In these educational frameworks, students progress based on their perceived grasp of vague "standards," rather than demonstrating their knowledge and skills through traditional assessment methods such as exams and quizzes. This results in a deceptive view, implying that pupils have a strong grasp of subjects like mathematics and reading, yet they grapple with basic assignments and comprehending texts suitable for their level of education.

For example, Rosiak points out that elementary schools in Arlington, Virginia, shifted from conventional grading systems to assessing students with less clear-cut categories like "Approaching Mastery," "Developing Mastery," and "Insufficient Evidence." The most alarming feature of this system is that the lowest grade a student could get, "Insufficient Evidence," suggested that the blame lay with the teacher for not adequately evaluating the student's capabilities. It does not necessarily signal failure if students have yet to master fundamental concepts.

Context

• The shift towards standards-based grading originated from educational reform movements that sought to ensure all students meet certain learning benchmarks, often influenced by policies like the Common Core State Standards in the United States.
• Without standardized metrics, comparing student performance across different schools or districts becomes difficult, complicating efforts to identify and address educational disparities.
• Students may be ill-prepared for the demands of higher education, where traditional grading and assessment methods are more commonly used.
• The criteria for assessing whether a student has met a standard can be subjective, relying on teacher judgment rather than objective measures like test scores.
• Teachers may be unfairly judged based on these skewed standards, either receiving undue praise or criticism, which can affect their professional development and job security.
• Critics argue that SBG can lead to grade inflation and a lack of accountability, as it may allow students to pass without mastering essential skills. The subjective nature of the categories can obscure true academic performance.
• The "Insufficient Evidence" grade implies that teachers are responsible for ensuring students meet learning standards. This can increase pressure on teachers to provide additional support and documentation of student progress.
• Parents may struggle to understand their child's academic progress without traditional grades, making it difficult to support their learning at home.

Selective public schools and initiatives for academically gifted students are undergoing significant changes or being phased out to guarantee a varied composition of students, irrespective of their scholastic achievements.

Rosiak delves into how advocates for fairness aim to transform the criteria and rigorous coursework in public schools that offer advanced programs for academically gifted students, arguing that these are inherently unfair and discriminatory. They argue that these programs perpetuate inequality and the supremacy of whites, often benefiting students with European or Asian ancestry, but it's more probable that these differences stem from varying degrees of student commitment, parental involvement, and cultural views on the importance of education, rather than deep-seated racial prejudice.

New York City's Mayor, Bill de Blasio, in collaboration with Schools Chancellor Richard Carranza, launched a vigorous campaign to eliminate the exclusive reliance on the Specialized High School Admissions Test (SHSAT) for admission into the city's eight elite specialized high schools, motivated by the concern over the low numbers of black and Hispanic students being admitted. Rosiak uncovers the determination of the mayor and chancellor to abolish the test, in spite of substantial evidence supporting its ability to predict student success in these schools, and the danger that alternative methods of selection could admit students with a lower probability of thriving, all motivated by their dedication to ensuring fairness. This stance persisted even though Carranza's assertions were at odds with city research confirming the accuracy and dependability of the test.

Practical Tips

• You can start a dialogue with local educators by drafting a letter that expresses your interest in the development of gifted programs and suggests a meeting to discuss potential improvements. Explain in the letter how diverse criteria could benefit the student community and offer to share insights from various educational resources. This approach allows you to contribute to the conversation without needing expert knowledge in education.
• You can evaluate your own biases by keeping a journal where you note down your reactions to different programs and initiatives you come across in daily life. Write about why you perceive them as fair or unfair, and then challenge your views by looking for information that contradicts your initial reaction. This self-reflection can help you understand the basis of your judgments and work towards a more balanced perspective.
• You can diversify your personal network by actively seeking relationships with individuals from different ethnic backgrounds. Doing so can broaden your understanding of the challenges faced by various communities. Start by attending cultural events, joining online forums, or participating in community groups that are outside of your usual social circle. This will expose you to different perspectives and help you appreciate the diversity of experiences that contribute to inequality.
• You can enhance student commitment by creating a visual progress chart for personal or family use. Track your or your child's study hours, completed assignments, and test scores on a chart that's visible in your living space. This visual reminder can serve as a motivational tool and a way to celebrate small victories, reinforcing commitment to educational goals.
• You can explore alternative assessment methods by volunteering to participate in or observe local educational board meetings to understand the current evaluation processes. By doing this, you'll gain firsthand knowledge of how students are assessed and what changes are being proposed or could be proposed. For example, if your local school district is considering changes to their admissions tests, you could offer to share insights or collect data on how these changes might impact student diversity and performance.
• Encourage your workplace to establish a partnership with schools that have a high percentage of black and Hispanic students. This can create internship opportunities that provide real-world experience and enhance students' resumes, making them more competitive candidates for college admissions. You could propose this initiative to your HR department or corporate social responsibility committee, highlighting the mutual benefits for students and the company.
• Create a simple survey to gather opinions on the effectiveness of standardized tests from teachers, students, and parents in your community. Ask them to rate how well they think these tests predict student success and to provide reasons for their ratings. Analyze the responses to see if there's a consensus or a wide range of opinions, which can help you form a more nuanced view of the issue.
• Conduct informal interviews with individuals admitted through alternative selection methods to understand their unique challenges and strengths. Use this information to tailor support services, such as study groups or workshops, that address their specific needs, thereby increasing their chances of success.
• You can volunteer as a mediator in local community disputes to foster fairness. By offering your time to help resolve conflicts in neighborhood associations or local schools, you contribute to a fairer environment. For example, if there's a disagreement over community resources, you could facilitate a discussion to ensure all parties are heard and a fair outcome is reached.
• You can evaluate the credibility of information by cross-referencing it with multiple sources. Start by identifying a claim you're interested in, then look for studies, articles, or reports from various reputable organizations and compare their conclusions. For example, if you're examining the reliability of a specific test, find research from educational institutions, independent agencies, and industry experts to see if their findings align.

Educational institutions might tout advancements while concealing their shortcomings through the elimination of definitive benchmarks for achievement, which in turn detrimentally affects the learning opportunities meant to benefit the pupils they serve.

The writer argues that when educational institutions shift focus from traditional metrics such as standardized testing to assess achievement, they gain an unsettling level of autonomy in determining their effectiveness, which allows them to proclaim progress and mask deficiencies, thereby failing to meet the educational needs of the students they are responsible for teaching. This fosters an illusion of achievement, maintaining the deceptive appearance that pupils are advancing while their genuine scholarly abilities remain significantly deficient.

Inflated graduation rates, grade inflation, and the elimination of standardized testing have created a false impression of academic achievement, masking the reality of widespread student underperformance.

Rosiak presents numerous examples of how educational authorities have manipulated data and lowered academic standards to falsely claim improvements in graduation rates and student achievements, yet when measured against objective measures of student learning, like state-required tests and the National Assessment of Educational Progress (NAEP), the truth is starkly different. Teachers were under pressure to improve academic outcomes in order to increase the number of students graduating. Although these tactics might improve the statistics often referenced by educators and legislators, they do little to properly prepare students for the rigors of higher education or the requirements of the contemporary workforce.

The public education system in Washington, D.C., took pride in announcing that each senior graduating from Ballou High School had secured college admission. However, Rosiak reveals that the apparent successes stemmed from the elevation of grades, the implementation of "credit recovery" programs, and a range of deceptive tactics, leading to a situation where most Ballou graduates who were admitted to college did not enroll or left soon after. Upon the release of standardized test scores, it was revealed that none of the seniors at Ballou had achieved the fundamental level of math proficiency necessary for thriving in post-secondary education and careers, highlighting the discrepancy between the misleadingly portrayed statistics and the actual educational hurdles faced by the pupils.

Practical Tips

• Encourage transparency by asking for evidence when someone shares a success story. If a colleague claims a project you're both working on has achieved exceptional results, politely request to see the data or reports that support this. This practice helps foster a culture of honesty and accountability.

Other Perspectives

• Educational authorities may adjust academic standards and assessment strategies to reflect changes in educational philosophy or to align with new learning models, rather than to manipulate data.
• Improving academic outcomes does not inherently lead to increased graduation rates if the improvements are substantive and reflect genuine learning.
• It is possible that the tactics used to improve statistics also include innovative teaching methods, project-based learning, and increased student engagement, which can contribute positively to a student's preparedness for life after high school.
• The claim that deceptive tactics were used to elevate student success rates assumes malintent; it could be that educators were using the best tools and strategies available to them within a flawed system to help their students succeed.
• The data on college enrollment and retention may not capture the full picture of a student's educational journey, as some students may take a gap year, return to college later, or transfer to other institutions.
• Some students may have competencies in other academic or practical areas that compensate for lower performance in math, which can still lead to success in post-secondary education and careers.
• The use of credit recovery programs and other interventions might be seen as necessary support mechanisms for students who face socioeconomic or personal challenges that impact their traditional academic performance.

The devaluing of merit-based admissions and objective assessment disproportionately harms high-performing minority students who are denied access to the best educational opportunities.

Rosiak argues that while the move away from merit-based admissions and objective assessments is designed to help disadvantaged groups, it ends up inflicting more damage on the very individuals it is supposed to benefit. Despite their dedication and outstanding scholastic accomplishments, high-performing minorities discover that their opportunities are reduced to make room for others.

This can occur overtly, such as when schools that offer specialized programs shift from prioritizing tests as the primary method for selecting students, but it often happens in a more indirect way. Students admitted to institutions of higher education, including historically black colleges, with SAT scores that are not as high, often struggle to find employment after graduation or do not complete their studies due to insufficient academic preparation. While these policies may have good intentions, they mask the mismatch between the students' abilities and the demands of a degree program, eventually leading to an insurmountable amount of student loan debt that is beyond their ability to pay off.

Context

• This refers to evaluation methods that aim to minimize bias by using standardized criteria, such as exams or GPA, to assess student performance.
• Students who do not complete their degrees or who graduate without the necessary skills may face financial challenges, including difficulty repaying student loans, which can have long-term economic consequences.
• These programs often include magnet schools, gifted and talented programs, or advanced placement tracks that are designed to cater to students with specific academic talents or interests. They typically offer a more rigorous curriculum and are intended to challenge students beyond the standard educational offerings.
• Employers often look for candidates with strong problem-solving and critical thinking skills, which are sometimes reflected in standardized test scores. Lower scores might suggest to employers that a candidate lacks these skills, impacting job prospects.
• Being in an academic environment where one feels underprepared can lead to increased stress, anxiety, and a decrease in self-esteem, which can further hinder academic performance and personal well-being.
• The issue highlights the need for policies that ensure students are both academically prepared and financially informed before taking on significant debt.

The misconception that education suffers from insufficient funding and the ineffectiveness of increasing spending.

Despite regular claims of persistent underfunding, the investment in primary and secondary education has soared, with the expense for each student quadrupling since 1960, but this has not been matched by an enhancement or even a decline in pupil achievement.

Luke Rosiak challenges the common claim that American educational institutions are underfunded, suggesting that the narrative of "defunding" is deliberately used to advocate for higher budgets and to divert attention from the systemic inefficiencies in the education sector. He references statistics that show a marked rise in the amount of money spent on each student in elementary and high schools since 1960, when adjusted for inflation, yet this influx of funds has not been matched by considerable advancements in pupil's scholastic performance, implying that a boost in financial resources does not ensure better educational outcomes.

Educational funding increases have largely been channeled into expanding the administrative sector and compensating non-teaching staff, rather than focusing on improving the quality of instruction and providing better support to students.

Rosiak argues that although schools frequently claim to be underfunded, the truth is that increased spending over time has mainly gone towards administrative expenses, salaries for management, and pensions for unionized teachers, rather than improving instructional effectiveness, reducing class sizes, or offering extra support to students. The organizational framework prioritizes stability and the well-being of its adult employees over attending to the needs of the youth they are intended to support.

The inquiry showcased in the book indicates that between 1950 and 2015, the number of students in public schools across the United States doubled, while the number of teachers grew by more than four times, accompanied by an astonishing 709 percent increase in administrative and non-teaching staff. The increase in personnel implies that while schools might see a rise in financial support, such funds are often absorbed by a cumbersome and inefficient administrative structure, which does not markedly improve the educational setting for students.

Practical Tips

• Create a personal investment strategy that focuses on long-term growth rather than short-term gains. Research investment options like index funds or retirement accounts that offer steady growth over time, which can be more beneficial than high-salary positions that may not contribute to long-term financial stability. This mirrors the concept of prioritizing teacher pensions for sustained benefit, applied to your own retirement planning.
• Start a book club focused on educational methods and invite parents, teachers, and community members to join. This can create a platform for discussing and sharing effective teaching strategies that can be implemented at home or in volunteer-led study groups. The collective knowledge and experience of the group could lead to innovative ways to enhance instructional effectiveness outside of the classroom.
• Conduct informal surveys among friends and family who have experienced different educational settings. Ask about their perceptions of how class size impacted their learning. This can provide anecdotal evidence that might reveal trends, such as whether individuals felt they thrived in smaller classes or benefited from the resources of larger educational institutions.
• You can evaluate the impact of staff increases by volunteering to audit a local school's budget and staffing outcomes. Start by requesting access to the school's financial and staffing records, then compare the growth in personnel to changes in student performance and resource allocation. This hands-on approach will give you a clearer picture of how staff increases affect educational settings.

Schools that invest heavily in their operations but still demonstrate lackluster educational outcomes show that merely pouring money into education does not ensure better academic performance.

Rosiak argues that the lackluster academic results in many urban school districts that receive significant funding, such as Baltimore, which spends a greater amount per pupil than almost all other major school districts, demonstrate that monetary contributions alone do not dictate the success of educational endeavors. He suggests that the enduring deficiencies of these institutions stem from deeper systemic problems within the educational framework, such as a lack of responsibility among educators, the outsized sway held by educators' collectives, and the incorporation of partisan objectives into the educational content, as opposed to the level of financial support they receive.

The author discusses an instance where, beginning in 1985, the federal government mandated a particular initiative related to spending on education in Kansas City, Missouri. A federal judge ordered a significant investment, decreeing that over a period of twelve years, a massive financial injection should be allocated to the ailing schools in Kansas City, Missouri, which led to the city's school district becoming the most generously funded among all large school districts throughout the United States. Despite new facilities, smaller class sizes, significant teacher raises, and numerous programs, the initiative failed to produce any measurable improvement in test scores or graduation rates. Rosiak argues that merely boosting financial assistance, without addressing the core issues within the educational infrastructure, is unlikely to result in substantial progress.

Context

• Cultural attitudes towards education and societal values can influence student motivation and engagement. Schools in communities that prioritize education and have strong support systems may perform better regardless of funding levels.
• Past initiatives, such as court-ordered funding increases, have shown mixed results, highlighting the need for comprehensive strategies that address both financial and non-financial barriers to education.
• Systemic problems refer to ingrained issues within the educational system that affect its overall functioning. These can include outdated curricula, inequitable resource distribution, and ineffective administrative practices that hinder student achievement.
• This refers to the absence of accountability mechanisms that ensure teachers and administrators are effectively contributing to student learning. Without clear performance metrics and consequences for underperformance, educators may not be motivated to improve teaching methods or student outcomes.
• The initiative in Kansas City, Missouri, was part of a broader effort during the 1980s and 1990s to address educational inequalities in the United States, often through court-ordered desegregation plans. These plans aimed to rectify disparities in educational resources and opportunities between predominantly white and minority schools.
• The initiative included building state-of-the-art facilities, such as Olympic-sized swimming pools and planetariums, which were intended to attract students and improve educational outcomes.
• Effective teaching requires skilled educators who are motivated and well-supported, highlighting the need for professional development and a supportive work environment beyond just salary increases.

Advocates and legislators use assertions of inadequate financial resources as a pretext to advocate for ever-increasing budgets, which are then diverted from educational purposes to ideological initiatives and endeavors that coincide with their personal objectives.

Rosiak suggests that activists and policymakers often use the argument of inadequate financial support as a pretext to advocate for more funding in education, even though there is no definitive evidence that monetary investment is the primary barrier to the achievement of students. Funding demands for fairer allocation often result in shifting resources from academic pursuits to initiatives that align more with the interests of activists and school administrators than with the actual learning requirements of the pupils.

The author scrutinizes the Kirwan Commission's plan in Maryland, which suggests a $4 billion increase in educational funding over ten years. Despite Baltimore's schools struggling significantly and lacking evidence that more funding would improve test results, activists and politicians successfully mobilized students to demand higher funding, using the powerful emotional impact of youthful voices to persuade lawmakers to raise taxes to meet the demands for increased financial backing. However, Rosiak underscores that a considerable portion of the extra funds was allocated to boost educator pay and expand administrative frameworks, with little indication that it would improve educational outcomes for learners.

Blaming disparities in educational outcomes on discrepancies in financial support allows schools to shirk their duty to improve student performance with the existing resources.

Rosiak argues that the focus on racial disparities in funding diverts attention from the fact that economically disadvantaged districts frequently spend more money per student compared to their wealthier counterparts. This narrative allows educational institutions to ascribe their failure to improve student performance, despite the resources available, to external factors rather than holding teachers and administrators accountable.

The author cites studies showing that heightened monetary backing for schooling often benefits students of minority groups or those dealing with financial challenges more than it does affluent, non-minority students. The widespread assumption that students from low-income backgrounds consistently suffer from inadequate funding is contradicted by the pattern of school districts with elevated poverty levels obtaining increased per-student funding, due to federal programs like Title I and methods of state funding distribution.

Other Perspectives

• While financial support may not be the sole factor in educational outcomes, underfunding can significantly limit a school's ability to provide quality education, including hiring qualified teachers, maintaining facilities, and offering enriching programs.
• Higher spending in economically disadvantaged districts may reflect the need for remedial programs, special education, and other support services that are not as prevalent in wealthier districts, rather than an over-allocation of resources.
• The measurement of "benefit" could be too narrow, focusing on test scores or graduation rates without considering holistic educational experiences and opportunities for minority and financially challenged students.
• The statement does not consider the historical context of funding disparities and how past underfunding can have long-term effects on educational infrastructure and resources, which are not immediately remedied by recent increases in per-student funding.

Educational disparities may persist if the proposed "equity" funding strategies redirect resources from schools with a history of scholastic success, as this approach does not address the fundamental reasons for these disparities.

Rosiak warns that the idea of redistributing educational funds to promote "equity," which involves diverting resources from successful schools to underperforming ones, might harm students without addressing the underlying reasons for the disparities in academic achievement. The strategies, grounded in the flawed belief that enhancing educational outcomes can only be achieved by financial investments, might harm high-achieving schools and their students, and may even exacerbate issues in underperforming schools, where the problems arise not from a lack of funds but rather from poor management, ideological agendas, and bureaucratic self-interest.

The author criticizes a Century Foundation study, known for advocating increased educational funding and influencing various educational jurisdictions, for using misleading tactics and relying on the concept of "equity" to promote an ideological goal that undermines the well-being of students. The study purports to identify nationwide differences in educational funding, but it assesses real spending against a standard of adequacy that often surpasses what even wealthy districts can afford. The evaluation shows a consistent decline where resources allocated to schools with high-performing students are gradually reduced to bring them in line with the country's average, ignoring the potential negative impact on the academic results of students.

Context

• The concept of "equity" in education focuses on providing resources based on individual needs to achieve equal outcomes, whereas "equality" means providing the same resources to all students regardless of their starting point.
• Implementing funding redistribution policies can be complex and contentious, often facing resistance from communities that perceive a loss of resources as detrimental to their children's education.
• The Century Foundation is a progressive think tank that often focuses on social justice issues, including education reform, and aims to address systemic inequalities through policy recommendations.
• The term "standard of adequacy" refers to a benchmark set to determine the minimum level of funding required for schools to provide a basic quality of education. This standard often includes considerations for teacher salaries, infrastructure, educational materials, and student support services.
• There is a concern that reducing resources in high-performing schools could lead to a decline in extracurricular activities, advanced placement courses, and other enrichment opportunities that benefit students.

Young minds are being molded and enlisted to champion political causes.

School districts have been instrumental in shaping the minds of the young to serve as primary proponents and instruments in advancing divisive political ideologies.

Rosiak suggests that a group consisting of activist groups, teaching collectives, and school administrators is discreetly shaping students to actively engage and serve as representatives in their comprehensive strategy designed to overhaul rules and transform the essence of American society. This type of political involvement is particularly detrimental as it sways the youth, who are still honing their ability to think critically and, given their brief exposure to life's complexities, might not be entirely equipped to navigate complex political issues independently, and are inclined to accept the statements made by figures of authority.

Students are recruited, trained, and compensated to champion certain ideologies in front of various government bodies, often without their parents' knowledge or consent.

The author outlines how activists recruit, train, and provide monetary backing to students for participation in advocacy work, which includes promoting specific beliefs to educational authorities and government bodies, often without the knowledge of their parents. This includes coordinating student protests, providing prepared statements for formal gatherings, and offering financial incentives for involvement in sessions designed to instill a radical viewpoint and direct them in swaying those in positions of authority.

In Seattle, for instance, Rosiak narrates the way the organization known as Washington Ethnic Studies Now galvanized students to form the NAACP Youth Coalition, which then advocated for the inclusion of ethnic studies in the curriculum and expanded the range of teacher training to include principles of racial equity. An NAACP representative successfully obtained $877,000 in funding through King County's "Best Starts for Kids" program, which was designated to provide financial rewards to youth involved in anti-racism work as the coalition witnessed a drop in student involvement. This demonstrates, as per Rosiak's findings, how public money is funneled to activist groups which then use the funds to create an illusion of broad community support for their objectives, and at the same time, they guide the youth to advocate for causes that coincide with the financial and ideological aims of these activists.

Other Perspectives

• Financial compensation for time and effort is a common practice in many fields and does not inherently corrupt the legitimacy of the students' advocacy or beliefs.
• This practice could potentially exploit the financial needs of students, using their economic vulnerabilities to recruit them for ideological campaigns.
• Schools and organizations may have policies that protect the privacy of students, especially those who are legally considered adults, which could limit parental notification.
• The act of promoting specific beliefs could be seen as a form of indoctrination if it does not encourage open dialogue and critical examination of different viewpoints.
• The involvement of activists in student protests could lead to a perception of partisanship, which might undermine the credibility of the student movement in the eyes of the public or government bodies.
• Prepared statements can undermine the authenticity of a student's personal perspective, as they may not fully reflect the individual's own thoughts and experiences.
• There is a risk that financial incentives could lead to the commodification of activism, where the focus shifts from the issues at hand to the potential for personal gain.
• Students often engage with authorities based on their own convictions and understanding, not merely as directed by others.
• The financial support provided to the NAACP Youth Coalition could be viewed as a legitimate funding of youth programs that aim to foster leadership and community involvement among young people.
• The push for these changes in the curriculum and teacher training might not be reflective of the desires or priorities of the entire student body or community, potentially leading to a lack of consensus on educational direction.
• Securing such a large sum for anti-racism work could raise questions about transparency and accountability in how the funds are managed and distributed.
• The use of public funds for activist groups may be part of broader social programs aimed at addressing systemic issues, which could ultimately benefit the public at large.
• The claim that there is an "illusion" of support presupposes that the level of genuine support is low, which may not be the case and would require empirical evidence to substantiate.
• Financial support does not necessarily equate to ideological control or manipulation.

The aim of educational resources and activities is to prompt young learners to scrutinize and question the core principles of American values, which in turn contests the fundamental goals of education.

Rosiak highlights the diverse tactics schools use to embed specific ideological viewpoints in their students, including the adoption of curricula that encourage activism, the modification of terminology, and the intentional choice of powerful images. The author emphasizes how these tactics often appear innocuous or even beneficial to outsiders who lack familiarity with the nuances of education policy, but in reality amount to a coordinated effort to transform the value system of young people in ways that few Americans would agree with.

In Wake County, North Carolina, teacher training programs adopted a perspective influenced by critical race theory, which portrayed the concept of "whiteness" as inherently oppressive and unwelcome. The seminars, heavily shaped by Debby Irving's viewpoints, encouraged educators in Wake to incorporate aspects of hip-hop into their teaching methods, despite any parental dissent. The author argues that this curriculum replaces substantial discourse and academic learning with indoctrination that emphasizes racial strife and cultivates a viewpoint that scrutinizes American principles.

Other Perspectives

• Terminology modification can be a reflection of evolving language and societal norms, aiming to be more inclusive and accurate, rather than an attempt to embed ideology.
• Educational resources and activities are designed to foster critical thinking, not to transform value systems; questioning is a part of learning.
• Critical race theory (CRT) is an academic framework that examines society and culture as they relate to categorizations of race, law, and power, and does not necessarily portray "whiteness" as oppressive, but rather aims to understand how legal systems and social structures have perpetuated racial inequalities.
• Incorporating hip-hop into teaching methods may not necessarily align with the educational needs or cultural backgrounds of all students, and a one-size-fits-all approach could be less effective than a more diverse and inclusive curriculum.
• The claim that the curriculum emphasizes racial strife may overlook the potential of such educational approaches to promote reconciliation, understanding, and social justice by confronting difficult aspects of American history and society.
• The process of questioning and critical examination can strengthen democratic societies by ensuring that their values and principles are continually assessed and reaffirmed.

The participation of young individuals in these political activities brings to light ethical issues regarding the potential exploitation of minors and the erosion of parental authority and rights.

Rosiak argues that when young people participate in political campaigns, it presents considerable ethical dilemmas, including the risk of their exploitation and the undermining of parental rights. He condemns these tactics as dishonest and harmful, emphasizing that young people do not possess the cognitive and emotional development required to understand complex political matters, potentially leading to harmful impacts on their psychological well-being and academic advancement when they are drawn into intense political debates.

Advocates take advantage of young people's impressionability to shield their ideological beliefs from scrutiny and criticism, all the while ignoring the harmful impact such actions have on the academic and psychological health of children.

Rosiak notes how activists strategically position children as being beyond reproach in order to shield their ideological agendas from scrutiny and to avoid legitimate criticism. This approach takes advantage of the inexperience and impressionability of young people, hindering a comprehensive assessment of the proposed measures and muffling the voices of adults with nuanced perspectives or legitimate concerns, since they might be accused of attacking the younger participants.

In Montgomery County, Maryland, the school board members, aligning with activists and often referencing the persuasive arguments of youthful advocates for racially diverse schools, chose to give precedence to the viewpoints of these student activists, even in the face of dissent from certain parents and their own colleagues. Rosiak unveils that the student activists belonged to MoCo Students for Change, a group formed in partnership with a significant national gun-control organization funded by billionaire Michael Bloomberg, which also received financial contributions and endorsements from the regional educators' association.

Other Perspectives

• Young people often bring fresh perspectives and innovative solutions to problems that adults may overlook due to entrenched ways of thinking.
• The presumption that young people are merely mouthpieces for adult ideologies underestimates their capacity for independent thought and critical analysis.
• Young advocates often bring attention to issues that are directly relevant to their lives and futures, which can enhance the relevance and urgency of the assessment process.
• The assertion that it muffles adult voices assumes that the platforms for expression are limited, which may not be the case in an open society with multiple channels for discourse.
• School board members are elected officials who have a responsibility to consider the views of all stakeholders, including students, parents, educators, and community members, not just the viewpoints of student activists.
• The partnership between MoCo Students for Change and a national gun-control organization does not inherently undermine the validity of the students' advocacy; it could provide them with necessary resources and support to effectively campaign for their causes.
• Financial contributions from educators' associations to student groups can be seen as an investment in civic engagement, fostering a generation of students who are informed, involved, and passionate about societal issues.

Educational institutions are collaborating with advocacy groups to provide resources and experiences that promote student involvement in political endeavors, thus blurring the line between academic teaching and the endorsement of particular beliefs.

Rosiak depicts how school districts often collaborate with advocacy groups for different causes, providing these entities with access to school properties, support, and occasionally monetary aid to engage students in political actions, thus blurring the line between education and political indoctrination and effectively turning publicly funded educational institutions into centers for political activism. Schools have transformed into venues that facilitate activism-focused gatherings, pardon protesting students, and weave civic engagement into their curricular offerings.

Montgomery County's school board partnered with MCS to initiate voter registration drives in nearby high schools. The partnership compromised the anticipated neutrality of institutions funded by the public, allowing the organization to exploit educational premises and governmental backing to further its political goals.

Other Perspectives

• The line between academic teaching and political engagement is not necessarily clear-cut, as many academic subjects naturally intersect with political issues, and discussing these intersections can be done in an objective and balanced way.
• There is a possibility that these partnerships are carefully vetted to ensure that a range of diverse views are presented, thus maintaining a balanced approach rather than endorsing particular beliefs.
• Voter registration initiatives, such as those mentioned in Montgomery County, can be seen as a civic duty rather than a political action, aiming to empower students as informed citizens without promoting any specific political agenda.
• If MCS is a non-partisan group, the collaboration for voter registration does not necessarily compromise the neutrality of the school board.
• The involvement of advocacy groups in schools can be managed with clear guidelines and oversight to ensure that educational objectives are met without political bias.
• Involvement with advocacy groups can be optional for students, allowing them to choose whether to engage with political activities or not, thus maintaining a level of neutrality for the institution.