Monday, July 16, 2018






End of the red pen: Leading girls’ school bans teachers from writing negative comments on exam papers

So how do they learn?

One of the country’s leading girls’ schools has banned teachers from writing negative comments on pupils’ end-of-year exams, it has emerged.

Putney High School in south-west London had already stopped grading pieces of work for pupils aged 11 to 14 in order to stop girls getting overly “fixated” on their mark.

Now the £19,000-a-year school has taken things one step further by axing comments in favour of symbols, allowing girls to work out themselves where they have gone wrong.

When marking the Year Nine girls’ end-of-year exams, teachers were banned from making any comments “other than a brief line of genuine praise”.

Antony Barton, head of English at the school, explained that following the school’s successful policy to stop grading homework they began to think: “How about encouraging the students to recognise their own mistakes, without comments?”

Writing an article in the Times Education Supplement magazine, he said that evidence suggests that the best feedback for students encourages them to take ownership of their learning.

“The [Year Nine] summer papers had to receive a summative grade, so we instead put an end to all teacher comments other than a brief line of genuine praise,” he said.

“We had given the marking criteria to the students before the exam but, on this occasion, they also received a sheet of symbols with their returned papers.

“The definitions alongside the symbols explained the seemingly mystical annotations that adorned the margins – symbols identifying that a particular line contained a structural problem, unclear expression or flawed logic, for example. The precise nature of the error, however, was something the students had to determine.” [How unhelpful!]

He went on to describe how students were initially surprised by the move, but quickly got used to it.

He wrote: “Where were the comments they had come to expect? Still, the tendency they had developed towards reading comments carefully and reflecting on their errors was a transferable skill. With a subtle nudge in the right direction, the students began identifying error after error.”

Last year, the headmaster of a secondary school banned teachers from marking because it risks damaging children’s confidence.

Gary Schlick, the head of Bedminster Down School in Bristol, said that issuing pupils with grades, scores and comments on their work may come across as negative, and does little to encourage children to improve.

Under the new regime, teachers are encouraged to replace traditional marking with a series of techniques which Mr Schlick believes will boost attainment.

Five years ago, the Tory MP Bob Blackman took his concerns to parliament after a teacher in his Harrow East constituency informed him that a secondary school had banned staff from using red ink for fear of upsetting pupils.

The move was condemned as "political correctness gone wild" and ministers at the time denied that the Government issues guidelines on the colour of teachers' pens.

SOURCE 





Socialist student group petitions to cancel Jordan Peterson's upcoming Texas lecture

Fear of intellectual diversity

A socialist student organization at the University of Texas, San Antonio is doing all it can to prevent a lecture by clinical psychologist and professor Jordan Peterson.

Members of the Young Democratic Socialists of America chapter at UTSA recently tweeted out a link to a petition started by a local transgender activist, calling on the Tobin Center for the Preforming Arts to prevent Peterson from delivering a planned lecture in October.

“No platform for transphobes,” the tweet reads, while linking to a Change.org petition to protest Peterson’s lecture.

According to the petition, Peterson is one of the most “vocal and divisive anti LGBTQ individuals in North America,” who “makes a living promoting conversion therapy and spreading lies about transgender people.”

“Considering the damage that San Antonio and our trans community would suffer if state lawmakers pass a bathroom bill next Spring, why in the world would we give this man a stage in our most celebrated performance hall,” the petition reads.

Peterson rose to fame in 2016 after speaking out against a proposed law in Canada which he felt would legally compel individuals to use certain types of speech when referring to individuals based on gender self-identification. Since then, he has become a popular defender of free speech on college campuses, often appearing alongside other speech advocates such as Ben Shapiro, Dave Rubin, and Sam Harris.

Despite efforts by the YDSA to promote the petition to have Jordan Peterson barred from speaking, less than a thousand people appear to have signed the petition. Meanwhile, Peterson has become so popular that he has embarked on an extensive speaking tour across the U.S. and Europe, where he regularly appears before sold-out audiences eager to hear him speak.

SOURCE 






Mass.: Governor Baker proposes using state cash bonanza for school safety measures

Governor Charlie Baker proposed Friday plowing $72 million into school safety, harnessing a surge in tax revenue to hand local districts an election-year cash infusion for hiring more mental health specialists and upgrading security at educational facilities.

The plan comes in the wake of several high-profile mass shootings at schools across the United States, and is part of a national trend of government leaders trying to reduce the risk of such tragedies.

“This is something that we have been discussing with colleagues at the local level for the past several months, especially after Parkland,” Baker said at a news conference, referring to the February shooting at a Florida high school that killed 17 people and wounded 17 others. “Their number one request was funding to enhance the state support for social workers, mental health workers, and counselors in schools.”

The proposal would make $40 million in grants for such positions available through the middle of 2020.

It would also appropriate $32 million for school security and communications upgrades such as cameras and alarms; training for school resource officers, educators, and others; creating a tip line to provide public safety and school personnel with timely information on potential risks; a public awareness “Say Something” campaign; and other similar efforts through the middle of 2021.

Baker also noted to reporters that he recently signed into law a bill, championed by the Legislature, that gives courts the authority to strip weapons from people who have been identified by their families as a danger to themselves or others. And he underscored that, according to recent federal data, Massachusetts had a lower per capita rate of firearm deaths than any other state.

The safety package is part of Baker’s budgetary framework to spend the $1 billion in unexpected tax revenue the state saw in the fiscal year that ended June 30. After accounting for certain mandatory spending — including about a half-billion-dollar deposit into the state’s rainy day fund — Baker, a Republican who is up for reelection in November, is proposing $575 million in outlays with the surplus cash.

The proposed money for cities and towns left some municipal officials smiling ear to ear.

“There’s a lot to like here,” Geoff Beckwith, executive director of the Massachusetts Municipal Association, said in an e-mail. “We hope this proposal is on a fast track, because municipal leaders can put these resources to work immediately to help every community.”

But Mayor Martin J. Walsh of Boston expressed frustration that the governor didn’t propose using more of the revenue windfall to help cities pay for education.

“I am disappointed by the continued underfunding of existing education obligations for cities and towns, despite having adequate resources to do so while still making new investments,” Walsh said in a statement. With state tax revenue way above expectations, “I encourage the governor and the Legislature to return to the practice of fully funding the charter reimbursement and support students at Boston Public Schools and across the Commonwealth.”

The governor files a final spending plan after the end of every fiscal year — to pay, for example, bills that exceeded expectations on, say, health care for the poor. What’s unusual this year is policy makers have the flexibility to spend so much unanticipated cash.

Experts and politicos on and off Beacon Hill attribute at least part of the windfall, and maybe most of it, to the federal tax overhaul that President Trump pushed through at the end of last year.

“We believe tax reform had a big impact on a whole series of decisions that people made with respect to estate tax revenue, with respect to corporate tax revenue, the repatriation of funds from overseas, and the capital gains numbers,” the governor said, referring to levies paid on investment profits. “We believe all of those things were related to tax reform and turned into very big [tax revenue] numbers” for the state.

Like any other bill, the Democratic-controlled Legislature will have a chance to rewrite it, adjusting spending priorities. Spokespeople for the House speaker and Senate president did not respond to requests for comment.

SOURCE 

Sunday, July 15, 2018



Students applying for internships asked whether their parents went to university, report finds

Where is the evidence that this will do any good?  If the kid has got brains he will do well anyway.  My father was a lumberjack who never completed grade school and my grandfather was a bullock-driver who didn't go to school at all -- but I cruised to success in both business and academe

Students applying for summer internships are being asked whether their parents went to university, a report has found, amid fears that middle-class applicants will be “penalised” by leading graduate employers.

Almost half (45 per cent) of the country’s largest graduate recruiters, including top banking, accountancy, law, retail and engineering firms, now ask university students about their socio-economic status.

This is a three-fold increase from 2012, when just 13 per cent of graduate recruiters asked such questions, according to a report published today by the Institute of Student Employers (ISE).

The most popular metric used by employers to track socio-economic status was whether the student was the first in their family to go to university, closely followed by whether they went to a state school.

Applicants were also asked whether they had qualified for free school meals, and what their parents’ jobs are. It comes amid increasing pressure on the UK’s biggest employers to boost diversity in their workforce.

Critics have warned that well-educated students applying for internships and jobs could end up being “penalised” because of their background.

Chris McGovern, a former Government adviser and chair of the Campaign for Real Education, said: “We cannot appoint second rate candidates on the basis that they have come from a deprived background. 

“What we actually need to do is raise standards rather than foisting politically correct ideas on to employers.”

He said that while some employers might pay "lip service" the notion of increasing diversity by asking applicants to fill out forms about their backgrounds and then “throwing it in the bin”, others may use it to “penalise” and “discriminate” against middle class students.

Stephen Isherwood, the CEO of the ISE, said that increasing the diversity of the employees is one of the biggest concerns among his members when they are recruiting.

“You do have employers now using contextualised data. They don’t do positive dissociation, but what they do is use that data to make a level playing field,” he said.

“It is not about rejecting an Eton-educated candidate to let someone else through. It is about letting both through [and recognising that] someone from a lower socio-economic background may not have had the same advantages.”

He said that the reason employers are focused on diversity is so that they can find the best talent, and overcome a “pale, male and stale” image by “getting it right at graduate entry level”.

Mr Isherwood said that the desire by major firms to increase the diversity of their workforce is “partly politically driven”, adding that widening participation in higher education has also been a “driving force”. 

“If you look at the political discourse of course it has absolutely had an impact,” he said. “In the 1970s there was no conversation at all about diversity. But there have been changes in society and policy."

Employers now have a more sophisticated understanding about barriers people face to success.”   Formerly known as the Association of Graduate Recruiters, the ISE represents more than 500 of the country’s leading graduate employers.

Last month The Daily Telegraph revealed that ministers have published a series of socio-economic questions for staff about their backgrounds intended for use by major companies and the Civil Service.

Tens of thousands of civil servants will be asked the questions in the Civil Service’s annual “people survey” in October this year.

The Government insisted there were no plans to make the socio-economic checks a legal duty on firms, but similar initiatives on gender pay have become law at a later date.

SOURCE 






Affirmative action removes the incentive blacks have to achieve -- thus holding them back

Being a Leftist idea it is of course destructive

From 2011 to 2016, the Obama administration’s Justice and Education Departments issued six guidances to colleges on how to use racial preferences in admissions. Such preferences, the guidances explained, may provide the best way to achieve racial diversity within a student body, especially if a college does not want to lower academic standards across the board. The 2011 guidance claimed that racial diversity raises the “level of academic and social discourse both inside and outside the classroom” and helps students “sharpen their critical thinking and analytical skills.” Attaining racial diversity lies at the very heart of a university’s proper educational mission, the 2011 guidance announced.

On July 3, the Trump administration withdrew those six college guidances, plus a seventh promoting racial quotas in secondary education. The documents went beyond the confines of existing law, according to the Trump Education and Justice Departments, and were part of the Obama administration’s abuse of executive power. Universities would remain free to use racial preferences, but the federal government would no longer encourage them to do so.

Press outlets extensively covered the rescission of the guidances. None of the stories, however, even hinted at why racial preferences are needed to engineer racial diversity in the first place. The abyss between the academic qualifications of black and Hispanic students, on the one hand, and whites and Asians, on the other, was kept assiduously offstage, pursuant to longstanding journalistic taboos. Instead, it was as if a mysterious force was preventing blacks and Hispanics from entering college. The lead story in the New York Times noted that the rescission came during President Trump’s deliberations over a new Supreme Court justice, who might be opposed to “policies that for decades have tried to integrate elite educational institutions.” It was as if no progress had been made since the early 1960s, when federal troops protected black students trying to enroll at Ole Miss and the University of Alabama. The Wall Street Journal put the rescission in the context of the “broader push by the administration to scale back Mr. Obama’s more activist approach on protecting racial minorities,” as if racial preferences were necessary to protect minorities from discrimination. The Washington Post said that the announcement is the “latest step in a decades-long debate over the use of race in admissions, a tactic for many schools seeking to diversify and overcome the legacy of segregation.”

Race advocates presented a hysterical front against this alleged rollback of equal educational rights. Racial preferences were cast as essential to racial diversity, again without any clue as to why that is the case. “Affirmative action has proven to be one of the most effective ways to create diverse and inclusive classrooms,” said National Education Association president Lily Eskelsen García, in a widely quoted statement. Eskelsen García added that the “Education Department has again failed our students,” by telling universities that they “should not use affirmative action to achieve inclusive classrooms.” The Lawyers’ Committee for Civil Rights Under Law condemned the Department of Education’s “deliberate attempt to discourage colleges and universities from pursuing racial diversity.” Catherine Lhamon, the assistant education secretary for civil rights under Obama, told the Washington Post that the Trump administration was undermining “steps toward equity” in education. Absent preferences, blacks and Hispanics would apparently still be the victims of inequity.

For over a decade, “equity” has been paired to “access” in a talismanic formula suggesting lingering injustice in college admissions. An education professor at the University of Pittsburgh broke out the other half of the formula on NPR’s Morning Edition. Asked if affirmative action may have gone too far in light of reports that it penalizes Asians, Dana Thompson Dorsey responded that as long as “race remains a factor in this country, especially regarding access to universities,” affirmative action would be necessary.

But blacks and Hispanics have unrestricted access to every university in the country. Every remotely selective college is desperate to admit as many underrepresented minorities as possible, and brags openly about its diverse student body in marketing literature. Application forms solicit students’ racial identity not to exclude underrepresented minorities, but to favor them. Colleges have created black and Hispanic dorms, freshmen orientations, graduation ceremonies, cultural centers, and entire academic fields in order to signal their enthusiasm for diversity. Schools provide scholarships, tutoring, and outreach based on race. Far from being a handicap, being black or Hispanic is usually worth at least a standard deviation in test scores and GPA in admission to selective colleges.

Lack of qualifications is not the same thing as lack of access.  The most salient barrier to proportional representation of underrepresented minorities is the academic skills gap. In 2017, 40 percent of black eighth-graders scored “below basic” in reading on the National Assessment of Educational Progress test; 16 percent of white eighth-graders and 13 percent of Asian eighth-graders were below basic. Eighteen percent of black eighth-graders scored “proficient” or better in reading, compared with 45 percent of white eighth-graders and 57 percent of Asian eighth-graders. Hispanic eighth-graders were 33 percent below basic in reading and 23 percent proficient or better. The disparities in math were even greater. Controlling for parental education does not change these disparities, which do not close over the next four years of high school. The College Board estimates a benchmark score in the math and reading SATs that gives students a 75 percent chance of earning a C or better in their college courses—only 20 percent of black test-takers and 31 percent of Hispanics earned that score, compared with 59 percent of white students. Asians trounced everyone else, with 70 percent attainment of the benchmark SAT score.

These facts are what depress college attendance among underrepresented minorities, not lack of access or equity. They reflect different cultural attitudes toward academic achievement. Asians’ academic success stems from intense parental involvement—reading to toddlers, then making sure that school-age children actually show up to class, pay attention to their teacher, take their textbooks home, do their homework, and stay off the streets and away from drugs. Black elementary school students in California are chronically truant at nearly four times the state average; this truancy rate is typical. A child can’t learn if he is not in class, no matter how many taxpayer dollars are funneled into his school. The stigma among many black and Hispanic students against “acting white” produces an oppositional culture whereby students disengage from academic competition. Racial preferences further depress academic effort, since their alleged beneficiaries know that they can coast in high school and still be admitted to college. At Harvard, test scores and a GPA that would give an Asian-American applicant only a 25 percent chance of admission provide a 95 percent admission guarantee to a black high school senior, according to data in an ongoing discrimination lawsuit against the university. At the University of Texas at Austin, the average black SAT composite score on the 2,400-point scale was 467 points below the average Asian SAT score in 2009.

Given the reality of minority underachievement, black and Hispanic leaders had a choice: they could have focused relentlessly on self-help, in the tradition of Booker T. Washington, so that minority students became academically competitive, or they could play the race card and demand lowered standards. Almost all have chosen the second course. Minority advocates focus exclusively on the defense and extension of racial preferences; calls to crack the books are virtually nonexistent. The press is complicit in this swerve from personal responsibility by keeping the skills gap as far as possible off stage. And universities themselves would rather let stand the implication that they are somehow denying “access” to underrepresented minorities than reveal the extent of preferences, as demonstrated by Harvard’s fierce opposition to releasing anonymized admissions data in the ongoing discrimination lawsuit against it.

Ironically, that skills gap ensures that the stated rationale for racial preferences—that they improve the “level of academic discourse” and “create diverse and inclusive classrooms,” in the words of the 2011 Obama guidance and the NEA—will fail to materialize. Students admitted with lower academic skills than their peers end up avoiding the most challenging majors and classes, leaving science fields in particular overwhelmingly dominated by whites and Asians. Preferences beneficiaries tend to self-segregate academically and socially.

Preferences are not the most effective way to create diverse classrooms; raising the academic competitiveness of minority students is. That will happen only when the education establishment and the media stop concealing the problem.

SOURCE 





Australia: School funding review makes the grade

After the platitude-heavy and detail-light Gonski 2 report, it was refreshing to read the concisely-written methodical analysis of government school funding policy released last Friday by the National Schooling Resource Board, chaired by businessman (and CIS board member) Michael Chaney.

Federal government funding for non-government schools is dependent on an estimate of the school’s socioeconomic status ­­(SES) — non-government schools receive less money if they have a higher deemed SES score, calculated by an area-based aggregate measure.

The Chaney review recommends moving to a direct measure of parental income to determine school SES scores, to replace the current area-based measure. Until recently, a direct measure of income would have required schools to collect tax file numbers, with attendant privacy issues.

The Chaney review vindicates the Catholic school sector’s claim that the area-based model tends to disadvantage Catholic system schools compared to independent schools.

However, modelling suggests the overall effect of moving to a direct measure method will not be particularly dramatic. The majority of non-government schools would have little or no change in SES score. Catholic schools would see a relatively small increase in funding, while independent schools would see a relatively small decrease in funding, on average — but there would still be many schools in both sectors with the opposite impact. The difference is the Catholic sector could smooth out these impacts within their own systems.

It is important to remember this simple fact: federal funding is going up significantly for all school sectors, at rates well above inflation and enrolments. And the Catholic system retains the right to distribute the money to its schools however it wishes.

Enough is enough. The Turnbull government should finally realise that spending more taxpayer money on schools will never silence demands for even larger funding increases. And there is no evidence more money will inevitably improve school results.

SOURCE 




Friday, July 13, 2018





University of Kansas flies defaced American flag on campus (on purpose!)

Todd Starnes

Patriots in the Heartland are furious after the University of Kansas raised a defaced American flag on campus. And it was intentional.

The flag, defaced with what looks like black paints and the incongruous image of a sock, is part of an art installation hosted by the Spencer Museum of Art called, “Pledges of Allegiance.”

One of my readers passed along photos of the red, white, blue and black flag flapping in the breeze. And like any right-thinking, red-blooded American patriot he was enraged.

“I’m ashamed to be a Jayhawk,” he told me. “Wake up, America.”

The defaced and desecrated flag is the work of Josephine Meckseper, according to Creative Time, a public arts organization.

“The flag is a collage of an American flag and one of my dripped paintings which resembles the contours of the United States,” Meckseper said in a post on Creative Time’s website. “I divided the shape of the country in two for the flag design to reflect a deeply polarized country in which a president has openly bragged about harassing women and is withdrawing from the Kyoto protocol and UN Human Rights Council.”

So she defaced Old Glory to take a cheap shot at President Trump? How avant-garde.

But that still doesn’t explain the black and white sock printed onto the side of the Star-Spangled Banner. Static cling, perhaps? Maybe she ran out of Bounce?

“The black and white sock on my flag takes on a new symbolic meaning in light of the recent imprisonment of immigrant children at the border,” she said.

I’m not sure I follow the symbolism unless the illegal immigrants are crossing the border sockless.

“Let’s not forget that we all came from somewhere and are only recent occupants of this country – native cultures knew to (take) care of this continent much better for thousands of years before us,” she said. “It’s about time for our differences to unite us rather than divide us.”

Speak for yourself, Ms. Meckseper.

A university spokesperson said the photo is of a display from the nationwide "Pledges of Allegiance" public arts project that went up July 5 and is at 13 locations nationwide.

The university said the exhibit is being funded by private donations.

Kansas Secretary of State Kris Kobach tells me he is outraged by the exhibit.

"It's outrageous that you would see a public university displaying a desecrated flag," said Kobach, a Republican who is running for governor. "The fact they call it art does not make it any less of a desecration of our flag."

Kobach said it was "doubly outrageous" that the flag is being flown at a university supported by taxpayer funds.

SOURCE 






Britain must stop pressuring young people to go university to expert warns

Government’s candidate to head the social mobility commission says a lot of kids are forced down the academic route when vocational education would suit them better

TOO many children are being forced into a university education that does not suit them, says the Government’s candidate to head the social mobility commission.

Dame Martina Milburn told MPs she wants more vocational education to ensure children from all walks of life get the same opportunity.

She said: “There are a lot of kids forced down an academic route that doesn’t suit them and doesn’t play to their strengths.

“I don’t think, as a country, we kind of need everyone to have a degree from Oxford.

“If I’m using a carpenter to build me a new cupboard, I want someone who loves what they do and can do it. I don’t really care whether they’ve got a degree or not.”

Dame Martina was announced in May as the Government's preferred candidate to become the next chairwoman of the commission.

At a pre-appointment hearing before the Commons education committee yesterday she was asked what she will “challenge the Government on first”.

She said: “I would like to really look at vocational education. That, for me, is a huge key to making a real difference in social mobility.”

SOURCE 






Australian parents selecting a school for their children are shunning those with low vaccination rates after it is revealed two children per class are unprotected

Parents choosing a school for their children are being swayed by vaccination rates. One-in-three parents claim they would not send their child to a school they thought was ideal if it did not have a high rate of vaccinations.

About 28 per cent of parents are concerned about their children catching a contagious disease at a school with a low immunisation rate, the Courier-Mail reported.

Up to two children per class are unprotected, according to Australian Institute of Health and Welfare data.

One in every 15 five-year-old children have not been immunised in south Brisbane, and the Gold Coast has the lowest vaccination rate in Queensland at 92.2 per cent.

Of 2,000 parents surveyed by finder.com.au, 28 per cent considered a lack of vaccinated children one of their biggest concerns when choosing a school. It was found to be of more concern for mothers than for fathers.

'Alongside vaccination rates, things such as academic performance, distance from home and canteen ­hygiene are also influencers,' Bessie Hassan from finder.com.au said.

Vaccines for many preventable diseases are provided free by the National Immunisation Program Schedule in Australia for children under 10-years-old.

SOURCE 


Thursday, July 12, 2018




How Accreditation Is Cheating U.S. College Students

Americans mostly embrace competitive markets and grasp that less competition means greater rigidity, reduced innovation, and lower quality of products and services. One sector in which people may not realize competition is thwarted is higher education. Perhaps the greatest obstacle to robust, meaningful competition between institutions of higher learning—and certainly an obstacle that few people outside of educational administration understand well—is the system of accreditation, explains Independent Institute Senior Fellow Richard K. Vedder, in a recent column at Forbes.

Accrediting organizations—and there are hundreds of them—are not a completely bad idea. They can, for example, discourage unscrupulous diploma mills, ensuring that colleges and universities meet basic levels of competence. “There are at least nine problems, however, with the current system,” Vedder writes. The system is too complex, costly, secretive, of limited use to students and parents, filled with conflicts of interest, focused more on educational inputs than outcomes, anti-competitive, and the means by which the federal government wielded influence and control over schools.

Consumers get better information from Forbes magazine’s America’s Top Colleges rankings and Department of Education’s College Scorecard than from accrediting organizations, according to Vedder. While a uniform, useful measure of educational product quality and outcomes has yet to be applied to all of the nation’s colleges and programs, this is an idea whose time has come. “At the minimum, accreditation needs to be significantly remodeled—simplified, made transparent, less prone to conflicts of interest, etc.,” Vedder writes. “Perhaps accrediting agencies should be the vehicle for providing far more detailed and consumer-friendly data on such things as student vocational success rates by major, student satisfaction with courses, etc. Then let consumers, not bureaucrats, decide whether the institution is worth attending.”

SOURCE 






California university works to reduce number of white people on campus

Cal Poly San Luis Obispo works on massive diversity and inclusion effort

In keeping with the diversity and inclusion movement sweeping campuses across the country, Cal Poly San Luis Obispo recently released a 30-page report outlining plans to “improve diversity” via a series of initiatives.

One goal is to increase the number of people of color on campus beyond the increases that have already occurred over the past few years, as “applications from underrepresented minority students doubled between 2008 and 2018.”

“In 2011, the campus was 63 percent Caucasian,” the May 2 report informs readers, “in fall of 2017, it was less than 55 percent … but there is still much work to do.”

The public research institution states it wishes to get those numbers more in line with the state’s percentage of white people, which recent polls hold at 39.7 percent of the population.

“To further advance its goals of reflecting the demographics of California and creating a more diverse and inclusive campus community, Cal Poly administration has developed the following Diversity Action Initiatives document,” the report states.

In it, administration details a multi-year effort with dozens of intitiatives, including ones to further lower the percentage of white students on campus and increase the number of faculty of color.

For students, the school plans on recruiting applicants more heavily based on race. For instance, the school has recently implemented several new scholarships “aimed at recruiting more African-American and other underrepresented minorities.” It’s also working to recruit low-income and first-generation students by partnering with high schools that enroll a high percentage of these students, according to the report.

Cal Poly SLO has eliminated applicants’ ability to apply to the school in Early Decision since the process, according to the report, “disadvantaged low-income students.” All applicants, regardless of their level of interest in the school, are viewed in one big pool in regular decision admissions.

And the college announced its intention of forcibly increasing diversity in “traditionally male-dominated majors” such as STEM and Architecture and Environmental Design, according to the document.

For faculty, the university states diversity will be a criterion considered in cluster hiring faculty “every other year.” And the university has received $150,000 from the Cal State University system “for a cluster hire of up to 10 faculty positions that focus on diversity and inclusion in a variety of scholarly areas throughout the university’s six colleges.”

This fall campus leaders will “require a diversity statement from candidates for all faculty and staff searches,” the report states. It adds that search committees will now be made up of diverse membership and Academic Affairs has “set [an] expectation that search committees will be based on best practices regarding diversity.”

Meanwhile, many initiatives remain in the offing.

For instance, the document calls for the implementation of a “pre-enrollment diversity training for new first-year and transfer students.” This “diversity training” will be in addition to the two mandatory orientation programs — “SLO Days” and “Weeks of Welcome.”

Additionally, “Poly Reps”—the Cal Poly ambassadors who provide campus tours to potential applicants—must now receive mandatory diversity training. Spokesperson Matt Lazier tells The College Fix “unconscious biases could inadvertently come into play” when they gave tours.

SOURCE 






U.K.: Chief school inspector accuses minority groups of 'entitlement' in hijab row

The head of Ofsted has again stepped into the debate over the wearing of the hijab by primary school pupils, accusing minority groups with a “sense of religious or cultural entitlement” of attempting to exert an outsize influence on school policy.

In a speech on Monday evening, Amanda Spielman urged school leaders to resist pressure on issues such as what children should wear or what is taught to pupils.

She highlighted a “worrying” trend in schools where headteachers were being lobbied by groups seeking to influence school policy “whether or not members of that group constitute the majority of a school’s intake”.

The importance of teaching British values in schools has become a familiar theme in the 18 months since Spielman . In her latest intervention, she urged headteachers to step up their efforts so children learn about democracy and civil society, rather than leaving a vacuum that can be filled by extremist groups.

Spielman has previously attracted criticism for her comments about the wearing of the headscarf by Muslim girls as young as five. Last year, she announced Ofsted inspectors had been told to  wearing a hijab, warning that expecting pupils to wear the headscarf “could be interpreted as sexualisation of young girls”.

She also came under fire for her intervention in the case of St Stephen’s, a state primary school in east London, where the  pupils from wearing the hijab in class after an outcry from parents and others. Spielman vociferously argued it was up to headteachers to set uniform rules.

In her speech to the Policy Exchange thinktank in London, she said for some children “school may be the only time in their lives that they spend time every day with people from outside their immediate ethnic or religious group, or at least where the values of people outside their own group can be explained and openly discussed”.

She said: “Islamist extremists, particularly fuelled by the online propaganda of Daesh [Islamic State] and others, prey on a sense of isolation and alienation in some minority communities.”

Earlier this year, teachers at the annual conference of the National Education Union accused Spielman of  to girls wearing the hijab and said her remarks had gone beyond the remit of the schools’ watchdog.

In her latest foray, the chief inspector of schools in England took a defiant stance, insisting that Ofsted had a vital role in making sure that schools promote British values and vowing to continue to call out poor practice.

“For many people, the things I have been talking about today are too sensitive and too difficult for them to want to risk giving offence. They are easy things to skirt, yet the risk of doing so is great,” she said. “If we leave these topics to the likes of the English Defence League and British National party on the one hand and Islamists on the other, then the mission of integration will fail.”

She said too many pupils were being taught British values such as tolerance and democracy in a “piecemeal” fashion, with wall displays and assemblies. Instead they should be taught as part of a strong academic curriculum that would help pupils identify “fake news and siren voices”.

In a long and detailed speech, the chief inspector said the problems were confined to a small number of state schools, as well as some independent schools and unregistered provision.

She denied that Ofsted was biased against faith schools and said Muslim state schools were almost three times as likely to be judged outstanding by Ofsted than the national average, and Jewish and Christian state schools were more likely to be good or outstanding than their secular counterparts.

She also flagged up the dangers of the far right in response to a growing disenchantment with the status quo. “That disenchantment can so easily be exploited by extremists, who promise a better tomorrow by scapegoating and blaming minorities today. This is why it is right that the Prevent duty also focuses on tackling the growth of the far right.”

Responding to the speech, the Muslim Council of Britain expressed concern about a “top-down, mono-nationalist and establishment British values approach” which put the “moral onus on ethnic minorities for the supposed failures of integration”.

The MCB called on Spielman to tackle Islamophobia in schools with the same sort of gusto as she advocated British values and added: “The hijab is a religious right, and just as no one should be obligated to wear, nor must people alienate and vilify those who choose to adopt this practice.”

Mary Bousted, the National Education Union joint general secretary, accused Ofsted of being out of touch with schools on the issues of values. “The speech does nothing to help schools develop a culturally inclusive curriculum.

“Ofsted seem oblivious to the levels of racism faced by BME children and teenagers, and faced by BME professionals in education. Schools work tirelessly to support children to develop positive values – to both think for themselves and act for others. Ofsted should be supporting this work instead of making it harder.”

SOURCE 

Wednesday, July 11, 2018





Liberal Students Furious Over Trump’s Unannounced SCOTUS Pick

The below was written before Trump's announcement

President Donald Trump is expected to announce his pick Monday for a judge to replace the opening on the Supreme Court created by the retirement of Justice Anthony Kennedy.

It’s expected that no matter who the president selects, it will anger those on the left.

In fact, some college students are already calling Trump’s pick a racist — even though the name of the judge hasn’t been announced.

A reporter for the website Campus Reform went to New York University and did man-on-the-street style interviews to ask students what they thought of Trump’s pick for the Supreme Court.

The students all seemed to have very negative views about the president’s selection — despite the fact a pick had not yet been announced.

A male student said the nonexistent pick sets a frightening precedent. “I saw the new nominee is like racist, and he’s starting a new wave of something very negative, and I’m really scared about the future and what choices he will make,” the not-so-informed student said.

Another male student said the pick — who again, has not yet been named — is what you would expect from a “white supremacist” like Trump.

“His entire Cabinet and everyone he’s chosen has been the white supremacist, Legion of Doom (type),” said the unidentified male. “They should all wear white hoods and burn crosses at the Capitol. That’s the move they’re going for.”

Meanwhile, a white female said the president’s choice — and let me stress this again, a choice who has not yet been announced — was an insult. “The fact he would put someone up there that is so racist and not practicing the equality we need to see, it’s insulting,” she said.

Another student admitted he didn’t know much about the person who has not yet been chosen, but he had it on good authority that it’s not someone he wants to see on the Supreme Court. “My dad was not a huge fan of the decision that (Trump) made,” the student said.

A female student said only one pick by the president would make her happy. “I want them to be liberal and look to the views of the minorities,” the female said.

She added that Trump should not be limiting his picks to conservative judges. When the Campus Reform reporter pointed out that former President Barack Obama selected two liberal justices during his tenure in the White House, an embarrassed look came over her face. “But now it’s all conservatives,” she said, trying to save face.

We know liberals are going to oppose whoever Trump selects as his Supreme Court nominee, but the fact so many college students have been programmed to assume anyone who is conservative is automatically a racist by nature is further evidence of how the liberal indoctrination has been successful in the U.S. school system.

SOURCE 






It’s Time to Put Down the Participation Trophy

Allen West:

Last week, I had the distinct pleasure to sit with a young black man in his early 30s who is an Air Force Academy graduate. He is a Texan, who, after his stint in the Air Force, was accepted into a financial management graduate program with Goldman Sachs and now works with another financial management firm in the area of high-income wealth management. We met over at the Paradise Bakery near the Dallas Galleria Mall. The young man had run into me previously and wanted to meet and have a chat. I was completely humbled by our honest and direct conversation and the highly astute questions he presented. Here again, he was an Air Force Academy graduate.

Yes, he was a conservative, young black man, who, as we talked, embraced the concept of equality of opportunity versus the equality of outcomes. He did not come from a silver spoon background, but he had parents who set high standards, which he obviously has and will continue to meet. The seminal question he posed to me, that framed our entire discussion was: “How do we get my generation, the millennials, to come around?” My response was that they had to put down the participation trophy.

Sadly, we are witnessing a generation that is the result of the insidious notion by some adults that kids should be given something for doing nothing to boost their self-esteem. This phenomenon has become the “culture of the participation trophy,” that worthless little plastic trinket that supposedly made kids on little league fields feel better about themselves. The immediate response from my new friend was total agreement. He had played football at the Air Force Academy and understood working hard to make the team – opportunity. He also realized that the Air Force Academy, as well as all the service academies, rank among the most scholarly institutions of higher learning in our nation. There are no more than 4,000 attending West Point, Annapolis, and the Air Force Academy.

And why not?

What these young Millennials must guard against is the new wave of adult stupidity, continuing the nonsense of the participation trophy – the progressive, socialist ideological agenda. The leftists in America are bent on not recognizing excellence and achievement. They want to end such things as Valedictorians and Salutatorians. Heck, you want to be a cheerleader but could not make the cut, just complain to mommy, and all standards and criteria will be dropped. Hey kids, put down the participation trophy, as the left in America is selling you a dangerous lie.

When Barack Obama came out with the campaign theme “Yes We Can” he was not addressing you as an individual being able to accomplish something. He was addressing it as something government “can” do, and that you could not be an individual with dreams (unless an illegal immigrant kid), goals, desires, and determinations to excel and succeed. Obama and his ilk were referring not to the great opportunities America affords, but rather to the outcomes that government can guarantee. For my young Millennial Americans, the generation that gave us the “selfie,” for the left you are not an individual but rather just a number, part of a collective based upon race, gender, sexual orientation, and any other means by which they can classify you.

Think about the most egregious and disrespectful thing an American president could have said, “If you’ve got a business, you didn’t build that.” For the progressive, socialist left, as Barack Obama stated back in Roanoke, Virginia in 2012, individual achievement is irrelevant, unrecognized when it confronts the will of central government planning. And so it is, we now have these delusional adults who promise everything from the right to have a job to free healthcare, free college education, and we know how well the whole right to own a home fiasco ended up in 2008.

The grand scheme of progressive socialism is to render the individual non-existent. There is only one purpose for individuals with this political philosophy: provide the largesse by way of wealth redistribution to resource the grand welfare nanny-state, or as I call it, the dependency society. Bottom line: someone must produce the participation trophies that will be doled out, as promised.

And what happens in societies where this formula, this recipe for disaster is undertaken? Just look at Venezuela, or any other place that touted itself as a socialist country. Millennials, a very important lesson y’all must learn, and quickly, is that a free people are not equal, and an equal people are not free. The reason why you must learn this lesson quickly is because you cannot run to “safe spaces” for the rest of your lives when confronted by the truth. You cannot decry idiotic terms such as “micro-aggression” when facing those with whom you cannot adequately debate, or those who refuse to provide you a participation trophy.

Life is about getting onto the field and playing. Yes, you may get hit and you may get knocked down, but the true measure of a person is not how many times you get knocked down but how many times you get back up. You must learn this lesson quickly because the opioid crisis that is plaguing our young people today is a result of their not being able to cope when they do not get that participation trophy, which comes in many different forms.

My message to the American Millennial generation is to put down the doggone participation trophy. Any and everything worth having is worth earning. Adults have sold you a very bad bill of goods. Being exceptional is cool. And always remember, progressive socialism is all about taking away your stuff. America just celebrated 242 years of exceptionalism, our independence, and it is a place where you can indeed, as the Army tagline once was, “Be All that You Can Be.”

Yes, “you can,” but it starts with putting down the participation trophy and rejecting the enticing, but enslaving, message of the progressive, socialist left. They believe that you cannot, and that if you can, well, you should be punished for it.

And that, kids, ain’t American. Class dismissed.

SOURCE 






All teachers  must learn math?

Not everyone is good at it so are they to be barred from teaching (say) English>

The federal government could use funding agreements with Australian universities to force them to make science and maths a priority in teaching degrees.

In a speech delivered in Sydney on Monday, education minister Simon Birmingham signalled that the government was willing to use university funding as a way of addressing falling participation rates in high school maths and science.

The government says that in 2013 one in five year 7 to 10 general science teachers had not completed a year of university study in that area, a figure Birmingham said was “unacceptable”.
Private schools on funding 'hitlist' actually increase their funding

On Monday he said states and territories should “be willing to make clear to universities where their employment priorities lie” and create incentives for more students to consider specialising in maths and science subjects.

“Between better workforce planning and smarter use of technology every high school should have access to specialist teachers to teach specialist science and maths subjects,” he said.

“And we should strive to achieve this within the next five to ten years.”

While Birmingham conceded the federal government cannot force states to hire teachers with maths or science backgrounds, he indicated he could “influence” the teaching students entering university by tying it to university enrolment funding.

“If need be, federal funding powers over university places could be used to help the states to influence enrolments to secure the science teachers we need for the future,” he said.

It comes after a report from Australia’s chief scientist Alan Finkel which noted a long-term decline in year 12 students enrolling in science and challenging maths subjects.

The report, released in April, found the number of students choosing science had dropped from 55% in 2002 to 51% in 2013. And while maths participation had remained steady, Finkel’s report found a trend towards students choosing easier subjects.

The Finkel report argued that not enough universities required mathematics subjects for degrees – saying it is only a prerequisite for five of 37 universities offering a bachelor of science, four of 31 for a bachelor of commerce and one of 34 for an engineering degree.

He also called for a complete overhaul of the Advanced Tertiary Admission Rank system, or Atar, saying it encouraged students to game the system by aiming for higher scores by doing less demanding subjects.

SOURCE 





Tuesday, July 10, 2018






Ted Cruz Introduces Legislation Expanding School Choice

Republican Sen. Ted Cruz of Texas introduced legislation Thursday that would expand school choice and give access to tax-free savings plans.

The Student Empowerment Act further broadens 529 accounts, also known as college savings plans, to include “K-12 elementary and secondary school expenses for public, private, and religious schools, including homeschool students.”

These expenses can include things such as tutoring costs, books, fees associated with standardized tests and educational therapies for students with disabilities.

The bill amends the Student Opportunity Amendment, which was signed into law in December 2017 as part of the Tax Cuts and Jobs Act, and expanded 529 accounts to include tuition for the aforementioned institutions.

A 529 account is a versatile tax-free savings plan sponsored by the federal government, states, state agencies, or other educational institutions designed to incentivize savings for forthcoming education costs.

“By investing in the next generation of students and expanding school choice, we’re able to allow more students to have access to an education that truly fits their child’s needs, and to escape the one-size-fits-all approach to education. #EmpowerOurStudents”, Cruz tweeted on the issue.

SOURCE 






First, They Came for the Biologists

The postmodernist left on campus is intolerant not only of opposing views, but of science itself

Who would have guessed that when America cleaved, the left would get the National Football League and the right would get uncontested custody of science?

The revolution on college campuses, which seeks to eradicate individuals and ideas that are considered unsavory, constitutes a hostile takeover by fringe elements on the extreme left. Last spring at the Evergreen State College, where I was a professor for 15 years, the revolution was televised—proudly and intentionally—by the radicals. Opinions not fitting with the currently accepted dogma—that all white people are racist, that questioning policy changes aimed at achieving “equity” is itself an act of white supremacy—would not be tolerated, and those who disagreed were shouted down, hunted, assaulted, even battered. Similar eruptions have happened all over the country.

What may not be obvious from outside academia is that this revolution is an attack on Enlightenment values: reason, inquiry and dissent. Extremists on the left are going after science. Why? Because science seeks truth, and truth isn’t always convenient.

The left has long pointed to deniers of climate change and evolution to demonstrate that over here, science is a core value. But increasingly, that’s patently not true.

The battle on our campuses—and ever more, in K-12 schools, in cubicles and in meetings, and on the streets—is being framed as a battle for equity, but that’s a false front. True, there are real grievances. Gaps between populations exist, for historical and modern reasons that are neither honorable nor acceptable, and they must be addressed. But what is going on at institutions across the country is—yes—a culture war between science and postmodernism. The extreme left has embraced a facile fiction.

Postmodernism, and specifically its offspring, critical race theory, have abandoned rigor and replaced it with “lived experience” as the primary source of knowledge. Little credence is given to the idea of objective reality. Science has long understood that observation can never be perfectly objective, but it also provides the ultimate tool kit with which to distinguish signal from noise—and from bias. Scientists generate complete lists of alternative hypotheses, with testable predictions, and we try to falsify our own cherished ideas.

Science is imperfect: It is slow and methodical, and it makes errors. But it does work. We have microchips, airplanes and streetlights to show for it.

In a meeting with administrators at Evergreen last May, protesters called, on camera, for college president George Bridges to target STEM faculty in particular for “antibias” training, on the theory that scientists are particularly prone to racism. That’s obvious to them because scientists persist in using terms like “genetic” and “phenotype” when discussing humans. Mr. Bridges offers: “[What] we are working towards is, bring ’em in, train ’em, and if they don’t get it, sanction them.”

Despite the benevolent-sounding label, the equity movement is a highly virulent social pathogen, an autoimmune disease of the academy. Diversity offices, the very places that were supposed to address bigotry and harassment, have been weaponized and repurposed to catch and cull all who disagree. And the attack on STEM is no accident. Once scientists are silenced, narratives can be fully unhooked from any expectation that they be put to the test of evidence. Last month, Evergreen made it clear that they wanted two of its scientists gone—my husband, Bret Weinstein, and me, despite our stellar reputations with the students they claimed to be protecting. First, they came for the biologists . . .

Science has sometimes been used to rationalize both atrocity and inaction in its face. But conflating science with its abuse has become a favorite trope of extremists on the left. It’s a cheap rhetorical trick, and not, dare I say, very logical.

Science creates space for the free exchange of ideas, for discovery, for progress. What has postmodernism done for you lately

SOURCE 






Survey: Men Spend a Measly 15 Minutes Per Day Reading

So not much hope of self-education either

Several months ago, I  wrote an article explaining why people (specifically Christians) should dump Facebook. One reason is that Facebook is a very skilled waster of people's time, as are all other social media sites. I've also written an article about many Americans' inability to separate opinions from facts. Today, I write about a possible result of Americans being addicted to the great time waster called social media and a possible cause of "American's inability to separate opinions from facts." You see, the latest American Time Use Survey has been released and I have yet to cease sadly saying "Wow!" whenever I think about what the survey reveals about Americans' reading habits.

Under the auspices of the United States Department of Labor, the Bureau of Labor Statistics releases the results of the survey every year. The report contains boring yet useful information like:

Among workers age 25 and over, those with an advanced degree were more likely to work at home than were persons with lower levels of educational attainment--46 percent of those with an advanced degree performed some work at home on days worked, compared with 12 percent of those with a high school diploma. Workers with an advanced degree also were more likely to work on an average day than were those with a high school diploma--73 percent, compared with 68 percent.

The American Time Survey doesn't just focus on work-related activities, though. The survey also reveals how Americans spend their leisure hours, which is a separate category from household activities. For example, under household activities, "On an average day, 19 percent of men did housework--such as cleaning or laundry--compared with 49 percent of women. Forty-six percent of men did food preparation or cleanup, compared with 69 percent of women. Men were slightly more likely to engage in lawn and garden care than were women--11 percent, compared with 8 percent."

However, leisure activities are a little more democratic, if you will. "On an average day, nearly everyone age 15 and over (96 percent) engaged in some sort of leisure activity, such as watching TV, socializing, or exercising. Men spent 33 minutes per day more in these activities than did women (5.5 hours, compared with 5.0 hours)."

As expected, watching TV takes up the most of Americans' time spent in leisure with the average American spending just under three hours a day watching TV. The leisure activity engaged in the least appears to be reading. "Time spent reading for personal interest varied greatly by age. Individuals age 75 and over averaged 51 minutes of reading per day whereas individuals ages 15 to 44 read for an average of 10 minutes or less per day."

According to table 11A, men spend less time a day reading than do women. Not by much, mind you. Taking into account that the much higher time spent reading by seniors skews the overall average, men spend on average fewer than a quarter of an hour a day reading while women spend on average around a third of an hour a day reading. (If you go to table 11A you should note that the numbers are percentages of an hour and not minutes.)

The average adult reads around 300 words per minute. That means that Americans between the ages of 15-44 read on average 3,000 words or less a day. It truly boggles my mind how little my fellow Americans read. If I wasn't cynical about the future of this country before the release of the American Time Survey, I am now. The dismally low amount of time spent reading by Americans is shameful!

SOURCE 


Monday, July 09, 2018






Texas Educators, Employees Showing Increased Interest in ‘School Marshal’ Program

A program in Texas which trains armed educators and employees has seen increasing interest since the recent deadly school shootings in Parkland, Florida, and Santa Fe, Texas.

One of the training programs, run by the Alamo Area Council of Governments Regional Law Enforcement Training Academy (AACOG) in San Antonio currently has 16 participants, the biggest group to sign up since it began in 2014.

Adjunct instructor Richard Bryan said enrollees don’t want to be helpless in deadly situations.

“From what we’ve seen, just talking to the participants, they want to do something in these type of situations. If something was to go bad, they want to be able to help.”

“Last year when we scheduled it, we actually had to cancel it because there wasn’t enough interest at the time,” Bryan said.

According to the School Marshal Program, which was approved by the Texas State Legislature in 2013, trainees must complete 80 hours of instruction that will teach them prevention strategies, law enforcement techniques, and proficiency with a handgun.

“School districts across Texas now have the option of training selected employees to be armed marshals,” the program states.

“These marshals will serve to protect students from armed intruders in accordance with HB 1009. Individuals participating in this newly designed program will be a current district employee and already possess a current concealed handgun license. This training gives school districts another option for protection of students.”

Florida Senate Bill 7026, enacted in response to the school shooting in Parkland, Florida, came up with a program that allows its school districts to choose whether or not to participate in a school guardian program if it is offered in their county.

However, a summary of the bill states that teachers are not required to be part of the program or to carry a weapon.

“No teacher will be required to participate. In fact, the legislation provides that personnel that are strictly classroom teachers with no other responsibilities cannot participate, with specified exceptions.”

However, during an interview last month, Fort Worth ISD Superintendent Kent Scribner said he was not yet on board with the idea of arming teachers in the classroom.

“Trained professional officers, on our middle school, high school and moving forward our elementary campuses is what we want. Things have to be organized. Things have to be well thought out, so at this moment, I don’t think that any of us quite frankly, are prepared to implement a policy like that in the short term.”

During a hearing last month with Texas lawmakers to discuss ways to prevent future school shootings, Mike Matranga who is head of security for the Texas City school district said that hiring a police officer to patrol the school would be a better option than arming teachers and employees.

“If you’re going to designate a marshal or a guardian, why not just hire another police officer and put them in a school? They’re better trained. They’re better equipped. They have the ability to make judgments. It seems like you’re putting a Band-Aid on a hemorrhage.”

Texas Commission on Law Enforcement (TCOLE) spokeswoman Gretchen Grigsby said she estimated that 110 people have already signed up for the summer course.

“School safety is on a lot of people’s minds now,” Grigsby told KSAT news.

SOURCE 






University Rejects Professor’s Statement That Men And Women Are Different

The University of Washington publicly condemned a professor’s op-ed explaining that there aren’t as many women in the field of coding as men because men and women are different and make different choices.

Computer science professor Stuart Reges wrote a June 19 essay explaining why there aren’t more women in the field of coding, alleging that it’s unlikely the percentage of women in the tech industry will surpass 20 percent because women are simply less interested in the profession than men.

“If men and women are different, then we should expect them to make different choices,” he continued in the piece. “There has been no period of time when men have been increasing while women have been decreasing.” He surmised that “Women can code, but often they don’t want to.”

The school took issue with the professor’s essay, even sending out an email rejecting the piece and its premise. “We disagree with the conclusions drawn in the article,” UW School of Science Director Hank Levy wrote in an email to the whole campus June 23, Campus Reform reported Monday

“We disagree with the assertion that gender differences and preferences explain the disparity between men and women in computer science and engineering,” spokeswoman Kristin Osborn said, according to Campus Reform. She would not confirm whether Levy had read Reges’ essay or if the research the professor cited in his piece had been reviewed before the university publicly rejected the essay.

Reges pushed back against the university’s comment, alleging that his essay “is what science should be about.” He added that “UW already decided based on ideology, not science, that they disagree with my conclusions.”

Reges noted in his essay that women generally avoid risk more than men, while men respond more aptly to economic incentives. While the number of female computer science majors rose from 15 percent in 1965 to 37 percent in 1984, according to the National Science Foundation, that number fell to under 20 percent in 2015. Reges explains this drop by positing the lower percentages reflect women’s choices rather than discriminatory behavior against women in tech.

Reges’s colleagues also lambasted the professor shortly after he published the op-ed, and the university’s Diversity Allies drafted a petition asking students how they felt about his statements after the professor’s essay came out.

SOURCE 







Two elite colleges dropped their requirement for prospective students to submit an SAT or ACT essay score on Thursday

Princeton University and Stanford University dropped their SAT/ACT mandate for applicants, reported The Washington Post. Brown University is the sole remeaining Ivy League school to require students to submit the essay scores.

While the requirement is gone, Stanford admissions dean Richard Shaw said the school would still “strongly recommend” that 2019 candidates for admission submit ACT or SAT writing tests. The school did not respond immediately to a request to a request for more detailed comment from The Daily Caller News Foundation.

Meanwhile, Princeton now mandates that applicants submit a high school writing sample, preferably from an English or history class.

“With this policy, Princeton aims to alleviate the financial hardship placed on students, including those who have the opportunity to take the test without writing during the school day and for free,” the New Jersey school said in a Thursday statement obtained by WaPo.

Students who opt to take the essay portions of the ACT and SAT need to pay an additional fine of up to $16.50 or $17, respectively.

Almost every Ivy League school has dropped the required ACT and SAT writing sections, but they still mandate that students take the rest of the tests. The University of Chicago became the first top-10 research school to scrap the entire test as a requirement in June.

“Because Chicago has long been recognized as an admissions reform leader (e.g. Ted O’Neill and the ‘Uncommon Application’), it is now much more likely that peer national universities will follow suit,” FairTest public education director Bob Schaeffer told The Daily Caller News Foundation regarding the school’s switch. “From a broader ‘movement’ perspective, Chicago’s decision extends test-optional momentum from top-tier liberal arts colleges, where more than half no longer require ACT/SAT scores for all or many applicants, to a broader range of brand-name schools. An accelerated trickle-down effect is likely — FairTest’s internal ‘watch list’ already includes about three dozen schools that we know are considering dropping ACT/SAT scores.”

SOURCE