What Glenn Youngkin Owes Virginia Parents

What Glenn Youngkin Owes Virginia Parents

It’s no secret that parents are fed up.

Governor-elect Glenn Youngkin was able to claim victory in Virginia—a state that went for Joe Biden by 10 points just a year prior—by echoing parents’ frustrations with school closures and radical, divisive classroom content.

In a WFXR News/Emerson College poll, education claimed the top issue spot among likely voters, beating out jobs and COVID-19, along with more perennial concerns like health care and taxes. And Youngkin won parents’ support (polling at 56 percent to McAuliffe’s 42) by a greater margin than the general electorate.

Simply put, the governor-elect owes his seat to parents in the commonwealth, and soon it will be time to deliver on his campaign promises.

Radical curriculum content, from critical race theory to gender-bending ideology and even soft pornography in school libraries, did not spring forth overnight. The politicization of the education system was decades in the making, as teachers, administrators, and contractors all marinated in the underlying ideology. It will not be easy to steer schools away from their chosen path on these topics. Making election promises into a reality will require a multi-faceted, sustained policy effort.

These efforts should focus on three strategies: offering immediate leverage and options to parents through a broad school-choice program; ensuring total transparency so that parents can continue to monitor lessons; and supporting a state law forbidding racial essentialism and radical gender ideology in public school curricula.

Education choice can serve both as leverage in battles with districts, and as an exit strategy for parents frustrated that their voices are being ignored. During the campaign, Youngkin promised voters, “A student’s zip code cannot determine his or her destiny. Parents must be free to make the decision best for their children.” Real education choice would look like an extension for Education Savings Accounts—flexible accounts that follow the child to any educational opportunity—to all commonwealth families.

Youngkin should encourage the General Assembly to expand and reconfigure the state’s tax credit scholarship program, and immediately create Learning Loss Education Savings Accounts for students who failed the spring 2021 state assessment. Virginia can use federal funds provided to state and local governments through the American Recovery Plan to fund these education accounts.

Glenn Youngkin
Virginia Governor elect, Glenn Youngkin (L), and his wife Suzanne Youngkin, attend the Christmas parade in Middleburg, Virginia on December 4, 2021.
ANDREW CABALLERO-REYNOLDS/AFP/Getty Images

Importantly, while Virginia’s charter school law is among the worst in the nation and requires an overhaul, most charter schools provide no escape from the woke ideology engulfing their traditional public counterparts. Nor are they an immediate solution, as any charter law update would take years to result in new schools. That’s too long for Virginia parents and students.

Virginia only has seven charter schools—a comically low number compared to other states. A “down payment” on parental choice in the form of adding 20 schools will barely impact districts, which desperately need the competition, or parents, who deserve true educational options.

Other non-negotiables for a Youngkin education agenda should include introducing a ban on CRT and gender ideology in the state legislature and demanding total transparency from districts about what children are learning.

On the campaign trail, Youngkin told parents, “We have abhorrent chapters in our history, we have great chapters in our history, we must know it all but let me be clear: I will ban Critical Race Theory at our schools.” Virginia parents expect him to follow through on this promise, and to evaluate the impact of the activist-drafted, state-mandated transgender policy as well.

The governor-elect also committed himself to transparency: “Our parents have been kept in the dark long enough. When I’m governor, schools will make teaching materials, textbooks, lesson plans all available to parents who request them.” Parents should not have to commit long hours to FOIA requests, and pay districts prohibitively high fees, to see what a day in the classroom will bring their children.

In addition, with the new Omicron variant causing uncertainty, Youngkin must remain a bulwark against what will undoubtedly be another fear-fueled effort by teachers’ unions to shut down in-person schooling again. Although mandated by state law to offer in-person education this year, Virginia school districts have been announcing last-minute closures throughout the fall. Without school choice or clear policy direction from the state, parents are powerless to stop this accelerating trend.

Some of these policy solutions might seem overly grand in a moderate state like Virginia. But the reality is that education savings accounts are overwhelmingly popular, including with independents and moderate Democrats. And cultural topics long considered “divisive” by Beltway consultants and insiders—like removing critical race theory from the classroom—are actually areas of broad agreement between moderate and conservative voters.

Leaning into these fights is what brought Glenn Youngkin his victory. Now he needs to commit to an education agenda that matches the rhetoric voters of all political backgrounds enthusiastically supported.

Inez Stepman is a senior policy analyst for the Independent Women’s Forum. Virginia Gentles is a senior fellow at the Independent Women’s Forum.

The views expressed in this article are the writers’ own.

What will the workforce of the future look like?

What will the workforce of the future look like?

What is the future workplace going to look like?

Over the years, the workplace has changed in many ways. For example, we now see people choosing instant communication and cloud collaboration tools over email. There is far more awareness about diversity and inclusivity. A job is no longer just about the salary; career progress and continued learning are considerations. However, the most significant shift post pandemic is the move to purpose driven businesses, unleashing purpose to transform productivity and profitability.

The future workplace will be digital – whether it’s retail, agriculture or financial services. There will be faster adoption of automation and AI, meaning that workers will do well to pick up skills needed to harness these. This is backed by the World Economic Forum’s Future of Jobs Report 2020 which states that due to the adoption of technology, in-demand skills will change, and the skills gaps will be high.

We will also see the rise of several different kinds of occupations, including jobs as diverse as autonomous transport specialist, augmented reality journey builder, human-machine teaming manager and more.

What sort of skills must young professionals possess to be successful in the workplace of the future?

There is an interesting mix of skills that young professionals will need to possess to be successful in the workplace of the future. The most obvious are the tech skills needed to keep up with digital transformation.

There will be a continuous drive towards highly skilled occupations. Many of the new positions in the modern workforce favour those with science, technology, engineering, and math (STEM) skills. Jobs in science, research, engineering and technology fields have been predicted to grow twice as fast as other careers (6 per cent versus 3 per cent), driven by the factors we heard earlier – the pace of infrastructure investment and digital innovation.

Next are soft skills such as critical thinking and problem-solving that have always been much sought after and will continue to be so. However, some other skills such as resilience, stress tolerance, good communication skills and flexibility will grow in importance in the future and will play a large role in determining worker success.

Finally, we will see an increase in awareness around reskilling and lifelong learning, with professionals seeking training and opportunities internally, through online learning platforms and via external consultants or workshops.

This is important as recent research by the World Economic Forum that suggests that every five years, our skills are about half as valuable as they were before. The study further goes on to say that it is crucial for professionals to assess existing skills and build new ones to get ahead of that decline in value.

How can educational institutes ensure that their students are prepared for jobs which may not even exist today?

Educational establishments, through their research and innovation activities, are at the forefront of disruptive technologies and ideally placed to anticipate the skills of the future.

They are adapting content to be flexible and aligned to the needs of non-traditional students as well as conventional graduates. Many are focusing on the creation of opportunities for lifelong learning.

Education should no longer be seen as something that stops when a person graduates from college; rather it is a lifelong process where people are constantly being educated and retooled to stay relevant in their jobs, so they are prepared for whatever the job market looks like.

Finally, educational institutions are partnering with industry to co-create offers that consider trends in the job market, skills that employers are looking for, with a focus on work-based learning such as apprenticeships and internships. For example, we launched the Engineering Doctorate (EngD) in Construction as an alternative to the traditional PhD in response to professionals wanting to continue learning through industry-led research and involving their employer as an industrial sponsor.

Also, what kind of a role do research and innovation play in shaping the world of work?

Research and innovation play a huge role influencing industry and framing the jobs of tomorrow. They also contribute to and drive forward solutions to global challenges. One example of Heriot-Watt research doing this is the Industrial Decarbonisation Research and Innovation Centre (IDRIC), which aims to help companies transition away from traditional carbon fuels into low carbon infrastructures. Another is the Centre of Excellence in Smart Construction (CESC) which brings together researchers, industry and the government to revolutionise the way we develop, manage and operate smarter cities. Research and innovation are important drivers of economic growth as they spur innovation, invention and progress. They create the industries, sectors and jobs of the future.

From a Heriot-Watt perspective, what are the steps you are taking to ensure you support this transition to the future?

At Heriot-Watt, there are several steps we are taking to prepare our students for the workplace and the jobs of the future.

We will continue to introduce programmes in line with the changing demands of the marketplace. We will also continue to look for ways to make education more flexible to suit the changing profile of the average university student. For example, the university student of today may not necessarily be an 18-year-old, but a working adult who attends college part time, or may even be juggling childcare.

We are looking at new work-based learning, including apprenticeships and engineering doctorates.

Finally, our work in the research area includes significant international industry collaborations that can shape the future, transform lives and overcome industry challenges. We are already seeing evidence of the impact this can have and will work to drive this ahead.

Our Future Skills Conference at Expo 2020 at the UK Pavilion on December 8 will also bring the industry together to explore how the university’s research is shaping education, catalysing industries and framing jobs of tomorrow in response to the changing workplace – through sustainability, mobility and opportunity.

A New Way for Educators to Sneakily Indoctrinate Kids

A New Way for Educators to Sneakily Indoctrinate Kids

Social and emotional learning is the latest trend at your child’s school. It sounds beneficial, but that’s a disguise. In truth, social and emotional learning indoctrinates kids with extremist ideas many parents don’t condone.

On Nov. 22, the Hartford Courant reported that West Hartford, Connecticut, elementary school parents are in an uproar. They’re complaining that teachers are putting words such as “nonbinary” on the chalkboard and telling kids, including kindergarteners, they can live life as a gender different from what they were assigned at birth. Parents were told by school authorities that they can’t opt their children out.

Most Americans think parents should have the final say on what children are taught. From Treasure Valley, Idaho, to Greenwich, Connecticut, school board candidates made social and emotional learning an issue in elections earlier this month.

Indiana Attorney General Todd Rokita encouraged parents to speak up and cautioned that social and emotional learning programs shift “the role of teachers from educators to therapists.”

Fighting social and emotional learning is an uphill battle because it’s not only favored by the left-leaning educational bureaucracy, it’s also big business. “The SEL ecosystem today is flush with dollars,” reports Tyton Partners, social and emotional learning industry consultants.

Billions in federal COVID-19 relief money for schools are being used to buy social and emotional learning programs and fund instructors of it. Advocates and companies that produce the materials lobby Congress and the federal Department of Education to ensure legislative language precisely matches what they’re selling.

Nationwide, sales of social and emotional learning materials shot up 45{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf} in a year and a half to $765 million in 2021, reports Education Week.

But parental opposition is also surging. Attorney General Merrick Garland asked the FBI to look into parents protesting issues like social and emotional learning at school board meetings. His son-in-law is a co-founder of Panorama Education, a company raking in millions selling social and emotional learning materials to school districts. Conflict of interest?

And what about the billions of dollars the Democrats’ Build Back Better legislation allocates to child care and pre-K? Will that money pay to indoctrinate even younger minds? Likely, “yes.” At least a dozen states, including New York, have already adopted social and emotional learning standards for preschool.

As for elementary schools, gender dysphoric kids make up less than 1{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf} of the school population. Protect them, of course, from bullying and discrimination. They need to feel safe. But don’t brainwash the rest with one-sided, repeated lessons about gender issues.

West Hartford is reported to hammer away grade after grade, starting with a kindergarten-level book about a teddy bear who knows in his heart he is a girl teddy, not a boy teddy. Then, a book about Aiden, who knows the sex he was assigned at birth is “wrong.” Then, a book about choosing pronouns. And another about a girl named Jazz who changes her gender identity. Are kids reading that many books about the U.S. Constitution?

One Arkansas father objected that his fifth grader’s teacher showed a video of a transgender activist’s speech. Then, the teacher, wearing a “Protect Trans Lives” T-shirt, invited the class to a pride celebration: “I’ll be at Pride from 1-6! I hope to see you there!”

Social and emotional learning was originally sold as training children to control their emotions, manage their time, and make good personal decisions. Teachers have always tried to instill these life skills. They’re the same American values Benjamin Franklin proselytized in his autobiography 200 years ago.

But recently, social and emotional learning purveyors, including the Collaborative for Academic, Social, and Emotional Learning, have openly revised their goals. The collaborative advocates for “transformative SEL” to promote “justice-oriented civic engagement.” Translation: Make your kids into activists.

A South Bend, Indiana, school district adopted social and emotional learning two years ago to curb substance abuse and bullying. Now, parents, recognizing the radical messaging, are demanding more oversight.

Who’s in charge of what your child learns? Parents need to take control. It’s not an easy fight against the combined forces of educational profiteers and left-wing activists. But the stakes are too high to accept defeat.

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Management review found weaknesses in Fayette schools

Management review found weaknesses in Fayette schools

Management

Fayette County Public Schools in fall 2020 moved its Central Office from 701 East Main Street to 450 Park Place in Lexington.

Fayette County Public Schools

From academics to organization, Fayette County Public Schools have multiple weaknesses, a management review released Thursday found.

School district officials will address the findings through a new strategic plan developed by a community advisory group and a staff working group.

The district is paying $87,200 for a follow up review of organizational alignment, communications, human resources, equity office, financial services, operations, teaching and learning and family and community engagement. An initial review from the same consultants occurred in 2016.

Scott Joftus, president of the Maryland-based educational consulting firm Four Point Education Partners, gave school board members several findings at a Thursday meeting that included:

▪ School improvements are not implemented evenly or as effectively as possible.

▪ The Central Office’s organizational structure is not optimized to meet the needs of schools. Data should be more accessible and usable.

▪ Job responsibilities and authorities are frequently not understood.

▪ Several barriers are preventing schools from implementing the curriculum effectively and ensuring educational excellence and equity for all students.

▪ Greater attention needs to be paid to students who are struggling academically, with tutoring, smaller classes and other support.

▪ Professional development is not a strength of the district, with only four days officially set aside.

▪ The need for equity work is great. Achievement rates among Black and Hispanic students attending schools with high concentrations of minority students are lower than those attending schools with lower concentrations of minority students.

▪ The district is “not getting it quite right” in the Department of Equity, which has been in flux for a number of years. The department should be restructured and data used to hold Central Office accountable for lowering the achievement gap of minority and disabled students, the review found.

▪ Family and community engagement is not well coordinated.

▪ Communication has not been prioritized by district leadership.

▪ The district struggles to hire staff of color.

▪ The Department of Human Resources is not set up correctly and is likely understaffed.

▪ There should be more standard operating procedures in areas such as maintenance.

▪ Student enrollment and staffing projections are not handled effectively.

▪ A comprehensive review of the district’s informational and instructional technology is needed. That is especially important because adequate staff was not added after students were assigned laptops to help with virtual learning.

On a positive note, the review found the school district is in sound financial condition.

Also, the review found the school district had introduced several systems — including preschool — to improve teaching and learning and educational equity. And the review found the district has a strong student behavior management system.

Central Office staff will be asked to improve support for schools, improve communication, promote equity and use data to improve performance.

Staff writer Valarie Honeycutt Spears covers K-12 education, social issues and other topics. She is a Lexington native with southeastern Kentucky roots.

What to Know About Choosing Between Housing on or off Campus | Paying for College

What to Know About Choosing Between Housing on or off Campus | Paying for College

First-year college students often are expected or required to live in residence halls or dormitories. In subsequent years, it’s usually up to those students to decide whether to reside on or off campus.

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“We believe that living on campus for your entire time here during your college career really helps to complement your educational career,” says George Stroud, vice president and dean of student life at Dickinson. “It connects you more with the campus, with the facilities, with your peers and with the faculty. It allows students to easily access programs and labs and things of that nature. And so we really believe that having students here on campus for the four years really helps to build a better community.”

There are exceptions, however. At OWU, a student is exempt from the requirement if he or she is a commuter, fifth-year senior, at least 23 years of age, married, a parent to a dependent child, has medical or psychological needs that cannot be met by the institution or lives with parents or a legal guardian.

Living on campus has been shown to increase graduation and retention rates as well as improve academic performance, especially among first-year students, says Dwayne K. Todd, vice president of student engagement and success and dean of students at OWU.

“A number of indicators around success are quite clear in decades of research,” he adds, “so that’s why schools like ours do have a living requirement to create the best environment for student success.”

Residential housing is not limited to shared dorm rooms and communal bathrooms. Other alternatives include suites, apartments, Greek houses or living-learning communities for students with shared interests.

On-campus students have access to services and resources such as residence life staff who can provide assistance if a housing issue arises.

“The social experience of living with so many fellow new students is a unique opportunity to make lifelong friendships,” Brendon Dybdahl, spokesperson for university housing at the University of Wisconsin-Madison, wrote in an email. “Our staff can help students navigate roommate issues or move to another room if necessary, while students who live off-campus are locked into a lease with few options to manage roommate conflicts. We also have academic resources in our residence halls for tutoring, advising and class sections.”

It can also be a safer environment, especially during the coronavirus pandemic as residential students were regularly monitored, quarantined and tested, says Rose Pascarell, vice president for university life at George Mason University in Virginia.

“We have a vaccine clinic on campus,” she adds. “There’s also a health clinic on campus staffed by physicians, nurse practitioners and physician assistants that residential students have access to. … I can tell you on any given week how many students on campus had tested positive. We had a way to quarantine those students in a residence hall that was off limits to everyone except those that were exposed.”

On the other hand, off-campus living provides a student with more independence, as he or she is not constrained to school housing policies. It can also be better for students with severe food allergies or dietary restrictions, according to Cyndy McDonald, a career coach in California and member of the Independent Educational Consultants Association.

Cost Comparison

At first glance, off-campus housing can appear as the less-expensive option. But the additional expenses outside of rent like utilities, groceries, internet access, cable and furniture are often overlooked.

“I would encourage students to really read their contracts,” says Lisa Ortiz, interim director of housing and residence life at Ferris State University in Michigan. “That is something that I’ve heard from students that they don’t realize those hidden fees and the different aspects of what the contracts are truly telling them in terms of cleaning and other things as they move out of the apartment. So we definitely want our students to fully understand what they’re committing to.”

To reduce off-campus costs, some students choose to overpack houses or apartments, sometimes with four or five people in a two-bedroom house, experts say.

But unlike off-campus housing, the total cost of living on campus is typically all-inclusive – covering rent, utilities, furniture, Wi-Fi and a meal plan.

At GMU, where students are encouraged to live on campus for at least the first year, the average cost of a traditional double room with an “Independence Plan” – the mandatory meal plan for residential freshman and sophomores with unlimited access to dining halls – is $12,630 for the 2021-2022 school year. The school estimates off-campus housing – outside of living with parents – to be $13,268, but prices can be higher or lower based on number of residents.

Another factor that plays into cost is the length of a lease. Residence halls follow an academic schedule while landlords at off-campus properties often require a full year. In such cases, students not taking summer classes must either pay for an additional three months or, if permitted, sublet to a replacement tenant.

Some experts say it’s a toss-up between the price differences of living on or off campus because costs can vary based on many components, including location and convenience. Therefore, when making a decision about housing, students should consider more than just the price tag.

“Take a look at your grades, see how you’re doing,” says Russell Mast, vice president for student affairs at Morehead State University in Kentucky. “If you’re struggling then I would say try to stay on campus because those support units are there for you. But if you know how to balance life, if you’re good at time management and budgeting, then take a look at living off campus.”

Financial Aid Options

Though prices are comparable, schools like Ferris State offer financial incentives to students who choose to live on campus. Admitted students can earn up to $2,000, for example, through the school’s Bulldog Housing Bonus program. To qualify, a student must attend a virtual housing information session and submit a housing contract.

Financial aid is also available for off-campus living.

When filling the Free Application for Federal Student Aid, also known as the FAFSA, a student indicates whether he or she plans to live on campus, off campus or with a parent. A set budget is allocated to each student by a college that can be used for rent, utilities, groceries and other housing-related expenses. If the aid does not cover the full cost of rent for the year, students can file an appeal, and documentation is required, according to McDonald.

She adds that student loans are most commonly used to help pay room and board fees.

“Don’t hesitate to ask the financial aid office,” McDonald says. “There’s nothing wrong with being the squeaky wheel. If you don’t know, keep asking. And there’s nothing wrong with writing an appeal. If you are not getting enough money and you need a little bit more then don’t be afraid to ask for more. All they can do is say no. But they can’t say yes if you don’t ask.”

Texas Education Agency opens yet another inquiry into South San ISD

Texas Education Agency opens yet another inquiry into South San ISD

This article has been updated.

The Texas Education Agency has opened another investigation into South San Antonio Independent School District, just three months after concluding a two-year investigation that resulted in the placement of a state-appointed monitor to oversee the school board.

The agency notified Superintendent Marc Puig and board President Ernesto Arrellano Jr. in a letter Monday that Education Commissioner Mike Morath had authorized the investigation in response to complaints the TEA had received. The complaints claim the school board has interfered with the superintendent’s duties, including “getting involved with the suspension of a term employee and attempting to make employment recommendations for the chief financial officer,” the letter states.

In a statement, district spokesman Brad Domitrovich acknowledged that South San ISD has developed a reputation of discord and dysfunction in the boardroom.

“With the announcement of this newest special investigation, the board and superintendent pledge to promote an atmosphere of cooperation with the Texas Education Agency,” Domitrovich said. “Our main focus, from the board of trustees to administration to the hard-working people in the classroom, remains doing everything we can to be the best champions for our children and our community.”

Arrellano did not immediately respond to a request for comment Tuesday.

The TEA letter comes two weeks after monitor Abelardo “Abe” Saavedra told the board it violated state law and its own policy during recent meetings. Saavedra began serving as the state-appointed monitor on Sept. 30, a month after the TEA closed an investigation into similar problems between the board and superintendent.

Investigators found that trustees failed to cooperate with the superintendent and acted outside of their authority by contacting district staff to seek information and discuss district business, such as disciplinary issues and changes to board agendas. Board members also demonstrated overreach of their duties by contacting vendors, consultants, and other educational organizations on the district’s behalf without informing the superintendent, according to an Aug. 31 TEA letter to the district.

The Aug. 31 letter and final investigative report warned South San ISD that the TEA could issue further sanctions for the district if it did not correct the problems identified in the report and that more investigations could follow if district officials violated the law.

Since Aug. 31, the board majority has voted, with trustees Gilbert Rodriguez and Stacey Alderete dissenting, to publicly reprimand Puig for “dereliction of his employment duties to the board of the trustees” and “violations of the district’s school board procurement policies.” The board majority also has voted to commission an external audit of Puig’s expenditures since he started in May 2020.

Moreover, the board majority voted to request documents from J. Cruz & Associates “related to the superintendent’s procurement” of the law firm and to deliver those documents to the external auditors. Puig hired the firm earlier this year to investigate Felipe Barron III, the district’s head football coach, whom Puig placed on administrative leave pending the outcome of an investigation.

In a rebuttal letter to the reprimands, Puig wrote that his contract requires him to attend all board meetings, except closed meetings in which trustees discuss his employment or resolve conflicts among themselves. He stated he did not abandon his duties to the board at the Aug. 18 meeting — as the first reprimand states — when he left the closed session after trustees began “raising their voices, using foul language, aggressive posturing, and hurling personal disparagements” over personnel actions Puig took against Barron.

“Feeling threatened, I left the closed session during such heated exchange to allow the board members to discuss and resolve the obvious conflicts between the board members involved,” Puig wrote in the rebuttal letter.

He also wrote that district policy gives Puig the authority to hire investigators to conduct inquiries of complaints, which is what Puig did when he hired the law firm to investigate Barron.

In October, TEA Deputy Commissioner for Governance and Accountability Jeff Cottrill told board members that the statutory violations unearthed by the state investigation “persist to plague this school system and harm kids.”

“I want to make crystal clear that this is something that isn’t dated. This isn’t something that’s in the past,” he said at the October meeting. “We have what I would classify as exceptionally egregious allegations of governance, dysfunction, and statutory violations in this school system.”

Cottrill had attended the October meeting to introduce Saavedra to the board. Saavedra previously served as South San ISD superintendent from January 2014 to October 2018 and as Houston ISD superintendent from 2004 to 2009. As the monitor, Saavedra must work with the board and district to identify issues that led to the noncompliance and report back to the TEA.