It’s Not Just Gerrymandering

Give credit where it’s due–Republicans are so much more strategic than Democrats. Of course, maintaining minority control requires certain…techniques.

Talking Points Memo recently reported on Texas’ state takeover of Houston’s schools , in an update of an academic article that was first published in The Conversation by an NYU political science professor.

School takeovers are supposedly efforts to improve public school performance. (Although thirty years of that pesky thing called evidence says takeovers fail to do so.) In Texas, however, the usual justification for takeover–that the  school district is failing–was absent; the district was actually doing reasonably well.

It seems that in 2015, Texas’ Republican-dominated legislature granted the state authority to take over an entire school district if a single school in that district failed to meet state standards for five or more years.

 Although the state has given the Houston Independent School District a B rating, it plans to take over the Houston schools because one school, Wheatley High School, has not made sufficient progress since 2017.

Houston has 280 schools serving over 200,000 students. It employs roughly 12,000 teachers. Wheatley High School serves some 800 students, and employs 50 teachers. Why take over an entire system based on the performance of fewer than 1% of the district’s student/teacher population?

Good question, and that NYU professor has an answer.

In order to understand the logic of the planned state takeover of the Houston schools, it pays to understand the important role that schools have played in the social, political and economic development of communities of color. Historically, communities of color have relied on school level politics as an entry point to broader political participation. School-level politics may involve issues like ending school segregation, demanding more resources for schools, increasing the numbers of teachers and administrators of color, and participating in school board elections.

The process of gaining political power at the local level – and eventually state level – often begins at the schools, particularly the school board. For instance, before Blacks and Latinos elect members of their communities to the city councils, the mayor’s office and the state legislatures, they often elect members to the school board first.

In virtually all Red states, Republicans are heavily dependent on White rural voters to retain power, and they gerrymander accordingly. But in states like Texas (and even, in some analyses, Indiana) population shifts mean that in a few years, racial districting won’t be sufficient.  Houston is the largest urban center in Texas; it’s at the forefront of the growing demographic challenge to the GOP’s grip on state power.

The nine-member Houston school board is reflective of the community it serves. It has three Latinos, four African Americans and two white school board members. This, in my view, is what has put the Houston public school system and school board at the forefront of a battle that is really about race and political power.

The Houston public school system is not failing. Rather–according to the article– Republican Gov. Greg Abbott, together with Education Commissioner Mike Morath and the Republican state legislature, has manufactured an education crisis to prevent people of color in Houston from gaining the sorts of experience and exposure that could eventually translate into statewide political power. (Immediately after the takeover, Abbott and his gang threw out all the board members.)

Takeovers aren’t as effective as gerrymandering, but ulterior motives are far less visible…..

What makes this scenario seem so improbable is that it requires considerable strategic smarts; from my Indiana vantage point, Gregg Abbott is a lot meaner than he is smart. But then I think about the massive gerrymandering that Republicans managed to pull off  in 2010, extensively detailed in the book “Ratfucked.” There were highly sophisticated–and undoubtedly highly paid–  political consultants who managed that very successful multi-state operation.

Maybe the Texas takeover is just part of the GOP’s unremitting war on public education, but the article makes a pretty compelling case that it’s part of the party’s ongoing effort to retain political control–control that is threatened by demographic shift.

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About That War On Education

Evidently, Indiana’s censorious legislature has company–ours aren’t the only lawmakers issuing “gag orders” to educators.

According to a January report from Pen America,

It has been an extraordinary month for educational gag orders. Over the last three weeks, 71 bills have been introduced or prefiled in state legislatures across the country, a rate of roughly three bills per day. For over a year now, PEN America has been tracking these and similar bills…

According to the Pen report, 122 educational gag orders have been filed in 33 states since January 2021. Of those, 12 have become law in 10 states, and another 88 are currently live.

Of those currently live:

84 target K-12 schools
38 target higher education
48 include a mandatory punishment for those found in violation

When Pen looked at the measures that have been introduced so far in 2022, it found “a significant escalation in both scale and severity.”

Forty-six percent of this year’s bills explicitly target speech in higher education (versus 26 percent in 2021) and 55 percent include some kind of mandatory punishment for violators (versus 37 percent in 2021). Fifteen also include a private right of action. This provision, which we analyzed in an earlier post, gives students, parents, or even ordinary citizens the right to sue schools and recover damages in court.

One final feature that is increasingly common to 2022’s bills is how sloppily many are written. Legislators, in their haste to get these bills out the door and into the headlines, are making basic factual errors, introducing contradictory language, and leaving important terms undefined. Given the stakes, the result will be more than mere confusion. It will be fear.

The Pen report then zeroed in on legislation from a single state, in order to help readers “appreciate” the chilling nature of the threat.

That state? Indiana. (I am so not proud.)

With eight bills currently under consideration, only Missouri (at 19) has made a greater contribution. Of the eight in Indiana, all target public K-12 schools, two target private K-12 as well, six would regulate speech in public colleges and universities, four affect various state agencies, and two threaten public libraries. All are sweeping, all are draconian, and few make any kind of sense.

House Bill 1362, sponsored by Bob Behning ( because of course it was), prohibits teachers and professors from including in their instruction any “anti-American ideologies.” What this means is never defined (because of course it wasn’t), but violators may be sued in court.

Pen tells us that House Bill 1040 is even more confusing. That bill requires teachers to adopt a “posture of impartiality” –but also contains the following language:

Socialism, Marxism, communism, totalitarianism, or similar political systems are incompatible with and in conflict with the principles of freedom upon which the United States was founded. In addition, students must be instructed that if any of these political systems were to replace the current form of government, the government of the United States would be overthrown and existing freedoms under the Constitution of the United States would no longer exist. As such, socialism, Marxism, communism, totalitarianism, or similar political systems are detrimental to the people of the United States.

As the report notes, this would be farcical if the consequences of failure to comply weren’t so dire. A teacher or school  that failed to navigate the whiplash mandated by this effort to ensure that teachers indoctrinate, rather than educate, would–under this bill– face civil suits, loss of state funding and accreditation, and/or professional discipline up to and including termination.

The linked article describes several other, similar efforts, and I encourage anyone who wants to wallow in despair over Indiana governance to click through.

The none-too-savvy legislators pushing these bills are evidently unaware that kids today can easily access multiple sources of information. (There’s this newfangled thing called the Internet.)

Ironically, these legislative efforts that display our lawmakers’ anti-intellectualism and bigotry also motivate young people to access the information they are trying to suppress. After a Tennessee school board censored a graphic novel about the Holocaust, it soared to the top of Amazon’s best-seller list. Young people (and a number of older ones) have rushed to form banned book clubs.

A few days ago, when I threatened to start an online class in “banned history,” the response was so heavy and positive I’m now seriously considering doing so. (Once I’ve done some research and figured out the logistics, I’ll let you all know.)

What we should be teaching students is how to evaluate the credibility of the sources they consult. Efforts to “shield” them from the uglier realities of the past are  likely to spark interest in exploring that past, and it would be helpful to give them the tools to separate sound scholarship from the propaganda produced by both Left and Right.

Several lawmakers could use those lessons too.

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The Anti-Fact Party

Here in Indiana, we joke about the time the Indiana House of Representatives passed a measure purportedly changing the value of  pi. That was in 1897, and Republicans controlled the chamber.

Things haven’t changed all that much. This year, similar GOP idiocy has apparently manifested itself in Ohio. 

High school test question: How old is the Utica shale formation that Ohio is drilling for oil and natural gas?

Answer: 6,000 years, just like the Bible says.

According to critics, HB 164, the Ohio Student Religious Liberties Act of 2019—which every single Republican in the Ohio House of Representatives and two of its Democrats voted for—would bar teachers from dinging that answer, which is 444 million years off the mark, if the student claims “sincerely held religious beliefs” for making it. And this would apply to all science tests. For example, under this belief, astronomers couldn’t possibly be right about the Andromeda Galaxy being 2.5 million light-years distant from the Milky Way.

One of the critics is Gary Daniels, the chief lobbyist for the ACLU of Ohio. He told the Cleveland Plain Dealer that the bill would protect students’ religious rights, a good thing. But it also would keep teachers from taking off points for answers that conflict with science, stating that they “shall not penalize or reward a student based on the religious content of a student’s work,” he said. And that’s far from what education should be about.

The author of the bill disagrees with the ACLU’s analysis, contending that the measure simply protects “religious self-expression”–although he is apparently unable to point to any examples in which Ohio schools have suppressed or otherwise denigrated “religious self-expression.”

Given the facial absurdity of a bill that would protect a student in the above example–and the amount of misinformation circulating on the web– I consulted Snopes, which  merely lists the issue as “unproven.”

The Washington Post quoted Ohio’s legislative services analysis, and followed up with the ACLU’s interpretation of the bill’s language.

Per the legislative services, the bill would

Allow students to engage in religious expression in the completion of homework, artwork or other assignments;

Prohibit public schools from rewarding or penalizing a student based on the religious content of a student’s homework, artwork or other assignments. (emphasis mine)

Per the ACLU

Gary Daniels, chief lobbyist for the American Civil Liberties Union of Ohio, said the measure does in fact allow students to answer homework questions and other assignments incorrectly, based on religious doctrine rather than science — and not be marked wrong. Cleveland.com quoted him as saying: “… this legislation clearly states the instructor ‘shall not penalize or reward a student based on the religious content of a student’s work.’ ”

Amber Epling, spokeswoman for Ohio House Democrats, based her analysis on the language of the measure. She also contends that it would allow students to be scientifically incorrect if they incorporated religious belief into a test response.

The bill’s language–which is at the very least open to interpretation–gives rise to an obvious question: If the bill is not an effort to legislatively “overrule” science, and if there are no examples of religious expression having been penalized, what, exactly, was it intended to accomplish?

According to the sponsor, “protecting students’ rights to express their faith encourages hope in the face of violence in schools and rising rates of drug abuse and suicide.”

Shades of “thoughts and prayers.”

And more students would excel in math if legislators would just change pi to make it easier to remember….

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Can We Define “Liberty”–Before Someone Gets Shot?

For a bunch of lawmakers who just love to talk about liberty, the cowboys at the Indiana General Assembly seem to have embraced a very odd definition of that term. In their view, “liberty” means their right to make decisions for everyone else.

Funny, I thought that was a description of autocracy.

Case in point: A bill is proceeding through the General Assembly that will allow guns to be brought to schools and school events. The measure also says that no school board (public or private) can enact a policy forbidding legally authorized persons to have guns in their cars on school property.

The NRA must be so proud.

Ignore, for a moment, the lunacy of encouraging people to bring weapons to schools. Pretend that 26 children weren’t gunned down last year in Connecticut. Ignore the fact that gun violence is an epidemic in this city, state and country. Those arguments–while important– really are beside the point. (Although for a pointed and effective, albeit snarky, takedown of the “let’s arm the world” lunatics, you really should read this Op Ed about an Idaho bill permitting guns on campus..)

The real question is: Why in the world does the Indiana General Assembly get to tell public and private schools what safety precautions they may not choose to employ?

Municipalities have long complained about the lack of home rule in Indiana, but as the years have gone on, it has only gotten worse. The micromanaging and increasing high-handedness of the General Assembly is hard enough to stomach; the undeniable fact that campaign donors and special interests are all too often served at the expense of both sound policy and Indiana’s citizens is getting intolerable.

At what point do we ordinary Hoosiers demand some “liberty” of our own?
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School Choice of Fact

Yesterday, I noted that school privatization brings with it a number of unintended–and unfortunate–incentives. In Ohio, those incentives were financial; the Ohio Superintendent forced to resign was gaming the system for money.

Today’s lesson, children, centers upon a different incentive: the opportunity for proselytization. Welcome to Bobby Jindal’s Louisiana.  

Mother Jones reports on Jindal’s sweeping voucher program, which has received glowing reports from advocates of school choice and privatization. There is no doubt that Louisiana schools are in need of dramatic reform, but as the article notes, the state is poised to spend billions of tax dollars with virtually no accountability.

The early result? Of the 119 private schools participating in the program, at least 19 teach creationism in lieu of science, and substitute religious dogma for documented history.

These schools rely on textbooks and curricula produced by Bob Jones University. (The texts are quoted and referenced in the article available at the hyperlink.) They teach bible-based “facts,” including:

Dinosaurs and humans were on earth at the same time.

God used the Trail of Tears to bring Indians to Christ.

Most slave masters “treated their slaves well.”

In some areas of the country the KKK “tried to be a means of reform, fighting the decline in morality and using the symbol of the cross. Klan targets were bootleggers, wife-beaters and immoral movies.”

Steinbeck’s Grapes of Wrath was part of a propaganda campaign to make the Depression sound worse than it was.

If rejection of science and rewritten history aren’t your thing, the schools also teach law (“Ignoring 3,500 years of Judeo-Christian civilization, religion, morality and law, the Burger Court held that an unborn child was not a living person…”) and literature (“Mark Twain’s outlook was both self-centered and ultimately hopeless”…Emily Dickenson’s poems “show a presumptuous attitude concerning her eternal destiny…she never accepted [the bible] as an inerrant guide to life.”)

Louisiana tax dollars at work.

I’d worry about this more, but global climate change is a sign that the Rapture is imminent…..

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