Pruitt at EPA Demanded Armed Guard 24/7 from his very first day in office

Evidently Scott Pruitt knew that he would piss off a whole lot of people as he set out to dismantle the EPA and all of the good things that it has done in protecting and improving our environment.

So he demanded, and got, a 24-hour-per-day, -day-a-week armed guard, starting on his very first day in office. Because anybody who is going to let the wealthy capitalists destroy the environment for private profit needs protection from ordinary people.

I’m not making this up. Read the details here.


Even Big Edu-‘Reformers’ Can See That Their Plan Has Failed

I’m cutting and pasting one of Peter Greene’s latest columns:

AEI: Voiding the Choice Warrantee

Posted: 20 Mar 2018 11:38 AM PDT

The American Enterprise Institute has a new report  that calls into question one of the foundational fallacies of the entire reform movement. Think of it as the latest entry in the Reformster Apostasy movement.

Do Impacts on Test Scores Even Matter? Lessons from Long-Run Outcomes in School Choice Research asks some important questions. We know they are important questions because some of us have been asking and answering them for twenty years.

Here are the key points as AEI lists them:

For the past 20 years, almost every major education reform has rested on a common assumption: Standardized test scores are an accurate and appropriate measure of success and failure.

This study is a meta-analysis on the effect that school choice has on educational attainment and shows that, at least for school choice programs, there is a weak relationship between impacts on test scores and later attainment outcomes.

Policymakers need to be much more humble in what they believe that test scores tell them about the performance of schools of choice: Test scores should not automatically occupy a privileged place over parental demand and satisfaction as short-term measures of school choice success or failure.

Yup. That’s just about it. The entire reformster movement is based on the premise that Big Standardized Test results are a reliable proxy for educational achievement. They are not. They never have been, and some of us have been saying so all along. Read Daniel Koretz’s book The Testing Charade: Pretending To Make Schools Better for a detailed look at how this has all gone wrong, but the short answer is that when you use narrow unvalidated badly designed tests to measure things they were never meant to measure, you end up with junk.

AEI is not the first reform outfit to question the BS Tests’ value. Jay Greene was beating this drum a year and a half ago:

But what if changing test scores does not regularly correspond with changing life outcomes?  What if schools can do things to change scores without actually changing lives?  What evidence do we actually have to support the assumption that changing test scores is a reliable indicator of changing later life outcomes?

Greene concluded that tests had no real connection to student later-in-life outcomes and were therefor not a useful tool for policy direction. Again, he was saying what teachers and other education professionals had been saying since the invention of dirt, but to no avail.

In fact, if you are of a Certain Age, you may well remember the authentic assessment movement, which declared that the only way to measure any student knowledge and skill was by having the student demonstrate something as close to the actual skill in question. IOW, if you want to see if the student can write an essay, have her write an essay. Authentic assessment frowned on multiple choice testing, because it involves a task that is not anything like any real skill we’re trying to teach. But ed reform and the cult of testing swept the authentic assessment movement away.

Really, AEI’s third paragraph of findings is weak sauce. “Policymakers should be much more humble” about test scores? No, they should be apologetic and remorseful that they ever foisted this tool on education and demanded it be attached to stern consequences, because in doing so the wrought a great deal of damage on US education. “Test scores should not automatically occupy a privileged place…”? No, test scores should automatically occupy a highly unprivileged place. They should be treated as junk unless and until someone can convincingly argue otherwise.

But I am reading into this report a wholesale rejection of the BS Test as a measure of student, teacher, or school success, and that’s not really what AEI is here to do. This paper is focused on school choice programs, and it sets out to void the warrantee on school choice as a policy.

Choice fans, up to and including education secretary Betsy DeVos, have pitched choice in terms of its positive effects on educational achievement. As DeVos claimed, the presence of choice will not even create choice schools that outperform public schools, but the public schools themselves will have their performance elevated. The reality, of course, is that it simply doesn’t happen.The research continues to mount that vouchers, choice, charters– none of them significantly move the needle on school achievement. And “educational achievement” and “school achievement” all really only mean one thing– test scores.

Choice was going to guarantee higher test scores. They have had years and years to raise test scores. They have failed. If charters and choice were going to usher in an era of test score awesomeness, we’d be there by now. We aren’t.

So what’s a reformster to do?

Simple. Announce that test scores don’t really matter. That’s this report.

There are several ways to read this report, depending on your level of cynicism. Take your pick.

Hardly cynical at all. Reformsters have finally realized what education professionals have known all along– that the BS Tests are a lousy measure of educational achievement. They, like others before them,  may be late to enlightenment, but at least they got there, so let’s welcome them and their newly-illuminated light epiphanic light bulbs.

Kind of Cynical. Reformsters are realizing that the BS Tests are hurting the efforts to market choice, and so they are trying to shed the test as a measure of choice success because it clearly isn’t working and they need reduce the damage to the choice brand being done.

Supremely Cynical. Reformsters always knew that the BS Test was a sham and a fraud, but it was useful for a while, just as Common Core was in its day. But just as Common Core was jettisoned as a strategic argument when it was no longer useful, the BS Test will now be tossed aside like a used-up Handi Wipe. The goal of free market corporate reformsters has always been to crack open the vast funding egg of public education and make it accessible to free marketeers with their education-flavored business models. Reformsters would have said that choice clears up your complexion and gives you a free pony if they thought it would sell the market based business model of schooling, and they’ll continue to say– or stop saying– anything as long as it helps break up public ed and makes the pieces available for corporate use.

Bottom line. Having failed to raise BS Test scores, some reformsters would now like to promote the entirely correct idea that BS Tests are terrible measures of school success, and so, hey, let’s judge choice programs some other way. I would add, hey, let’s judge ALL schools some other way, because BS Testing is the single most toxic legacy of modern ed reform.

Gutting All DC High School Graduation Requirements

The question of exactly what it takes to earn a high school diploma in the District of Columbia, or anywhere else, is of course one for which one answer won’t satisfy everybody. Which is why whenever such requirements are set, they need to be widely debated so that the very worst ideas can at least be eliminated.

My former colleague Erich Martel has brought to my attention what seems to be a ‘stealth’ attempt to completely gut the DC HS graduation requirements, and perhaps to turn them all over to whoever it is that sells easily-defrauded online courses. I am reprinting his entire letter for your edification. Please read, and take some action. Letters and emails definitely help!


[To] Ms. Wilson-Phelan and Mr. Batchelor,

cc: GRTF members, SBOE members, teachers; concerned community

 [From: Erich Martel}

I read your draft proposal for changing DC graduation requirements ( which you submitted to the Graduation Requirements Task Force (GRTF) and was shocked. I then read the minutes of the meetings posted on the SBOE website, but saw no such recommendation.

Your proposal to remove all specifically named courses from the list of math (except Algebra I), science, social studies and English credit requirements for a DC high school diploma (these courses all have standards that the State Board adopted) would be a radical change that could lead to each LEA picking a random topics from each subject area, most likely taught online and assessed by online tests, approved by OSSE.  Has OSSE conducted any graduation compliance audits? That would give greater control over grades to LEA administrators and replace teachers with bots.


Coming right on the heels of your (Ms. Wilson-Phelan’s) vigorous promotion of competency-based education (replacing teachers with online programmed instruction), this new effort to radically rewrite the graduation requirements needs to be supported by facts and evidence:

A)  Clear descriptions (identified by sources or authors) of the obstacles or problems that each of the current requirements pose (e.g. if students are failing U.S. history or Geometry, GRTF members – and the public – need to know why.  You can’t solve a problem, if you don’t know why it’s a problem); and

B) Clear descriptions of how your proposed replacements will address the specific reasons that explain why students are failing each course


To that end, I make the following requests, which I hope all GRTF members will consider necessary in order to make informed decisions (the minutes show that several members have asked for evidence):

1. Can you provide evidence that each DCPS and DC charter high school requires every student to pass all 24.0 credits that the current DC graduation requirements specify?

In 2013, Mr. Hense, the founder and CEO of the Friendship charter schools, in testimony before the SBOE, submitted redacted transcripts from 3 Friendship Collegiate 2011 graduates as evidence of their achievement.  Two did not have U.S. History (the third took it at a previous school); three did not have the 2nd year of world history; all three had 9 or 10 courses whose credit values were inflated.     


2. How many students in each DCPS and charter high school needed one or more online credit recovery classes to receive the DC high school diploma in 2016 and 2017?


3. How many students were failing high school courses needed for graduation, but were certified to graduate in 2016 and 2017, because their teachers were pressured to give passing grades or because administrators changed failing grades to passing grades?

If you cannot get this information, will you ask the members of the SBOE to request an independent audit of all DC and charter high schools, such as the one reported this past week in Prince Georges County, MD?

I encourage you and GRTF and SBOE members to read the following three audits:

a) The newly released (10/31/2017) 211pp auditor’s report of the Prince Georges County PS investigation into allegations of grade changes, ineligible diploma awards, etc. in 20 of the 26 high schools:


b) Links to the two investigation reports that resulted from my discovery of altered grades and ineligible graduates at Wilson HS in 2002 and 2006. The first by contractor, Gardiner, Kamya & Assoc.; the second by the DC Inspector General:


4. What is the source of your draft proposals?

 Please list the names and professional associations of any and all individuals, including registered lobbyists, DC OSSE officials or staff, education policy associations, DCPS officials, DC Public Charter School Board members and staff, DC charter operators, staff or board members, etc., who may have been in contact with you for the purpose of changing the graduation requirements that you are proposing. 

Since your proposal would lead to contracts with vendors of educational technology, online user licenses, etc., all of questionable educational value, it is important that GRTF members and the public know all of the details behind this unusual proposal.


I look forward to your reply.



Erich Martel

Retired DCPS high school teacher

(1969-2011: Cardozo HS, Wilson HS, Phelps ACE HS)


The Real Secret Behind the UFO* at Roswell in 1947

In my considered opinion, there is absolutely no credible evidence that the Earth has ever been visited by any members of any intelligent alien (ie exoplanetary) civilization, EVER. Which is probably a good thing, because if you look at our own human history, whenever a civilization wielding superior and lethal technology comes in contact with a different culture not so equipped, the latter end up in very very bad straits.

I think I disagree with Steven Ruis on this, though I often find myself in agreement with his posts.

That being said: That period of time, 1947, was just when the Cold War between the USA and the USSR was getting very, very hot. The US military was definitely trying out something-or-other, and they most DEFINITELY did not want the Soviets (or their allies) to learn anything about it at all. Kinda like nuclear weapons. Don’t forget the Rosenberg case! So, yeah, sure, the US military was going to cover stuff up, the best they could. During WW2, which had only been over for about 2 years, if the military told bald-faced lies to the people, most of them would just accept it, and those who didn’t, mostly kept their suspicions to themselves, unless they were in fact spies — and there certainly were some, we now know!

(Apparently the Soviets were much more successful at finding out about British and American atomic and other secrets than the Nazis were. After all, the Soviets were, in fact, our allies from Dec 1941 through August 1945. Also, lots of people in the US and around the world considered the USSR to be the true defenders of the working class and so on, so they would do almost anything for it, including passing on information on secret weapons. I am sure that some of the pro-Soviet spies figured that since the US and the USSR were allies,  any technology one had, should be given to the other, to make the common struggle against Fascism stronger, even if it was against official US or UK policy. After VE and VJ days, they probably figured that if only the US had nuclear weapons, then it could blackmail the Socialist Motherland and compel it to give way, or wipe it out altogether, and impose a new form of Fascism with stars and stripes instead of a swastika. (And, in fact, if you think back to 1947, the way the US treated its black citizens and the citizens of its overseas colonies like the Philippines, was really, really racist and fascistic…. And even the US military was rigidly segregated!)

Also recall that in 1947, when the Roswell event occurred, Americans were no longer bound by wartime censorship rules. So when the first ridiculously phony USAAF lies came out about whatever it was that happened at Roswell, some of the folks who noticed that the explanation was clearly bogus began asking more questions (and getting either the exact same recited BS or perhaps some new BS story) — and they began sharing their suspicions, without fear of reprisal.

Some of those alternative explanations, however, remain as completely full of manure as the original Army explanation. Yes, it was a UFO – but if you realize what the acronym means, it just says ‘ there is something flying in the air and we don’t know what it is’. That’s precisely and exactly correct.

I don’t know for a fact what the real story was, but I recall reading some plausible explanations by Philip Klass and others about some elaborate airborne antenna intended to spy on Russia that crashed and burned and made the military quite nervous because locals got to looking at the wreckage. Sounds plausible, and definitely not something the USAAF would want anybody to learn about other than the team who put it up in the first place, for absolutely logical reasons. So when they discovered that a lot of people HAD seen it, they didn’t have access to that little flashlight device from Men In Black. So, they made up a bogus cover story. Maybe they even thought it was OK if people thought it WAS aliens, because then the secret-device-for-spying-on-the-Russians (who we were still kinda allied with, technically) would not come to light.

One thing I am absolutely positive of, is that it was NOT aliens belonging to some civilization outside our solar system. They wouldn’t have been so crude, for one thing. And if our guys had killed the aliens, you don’t think they would come back for revenge?

In fact, I will bet my entire life savings that nobody can show any conclusive evidence of contact between humans on our planet and members of any alien civilization not from Earth.

Here are my terms: if you take me up on that bet, and they lose (i.e. I can show within a reasonable amount of time that your evidence for alien contact is BS) then you have to give ME the same amount as I have in all my retirement accounts, plus my share of the value of the house and yard I own with my wife. I look forward to doubling, quadrupling, octupling my retirement savings! If I get 10 takers in a row, then I will multiply my savings by a factor of 1,000! Wow! I would become a multi-multi-millionaire! Oh yeah, you also have to pay the investigatory fees, up front. If I lose, you get it all back, plus my entire life savings.

So what’s more logical: that the US military would lie to the public to keep some secret, or that we have been contacted by members of an alien civilization?

no aliens at roswell


*UFO is an acronym for unidentified flying object. OK, that insect that just flew into my leg is a UFO because I don’t know if it was a moth, a fly, a mosquito, or what. An airplane that I cannot identify is by definition a UFO. Just because something is a UFO doesn’t necessarily mean it comes from some extraplanetary civilization!

Note: my explanation is not original, but I don’t recall who I should give credit to and I’m too lazy to look it up.


Never mind: I just looked it up. Yes, secret balloons to spy on the Russians – Project Mogul.


Published in: on July 12, 2017 at 11:30 am  Comments (3)  
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Steven Hawking is Wrong

Steven Hawking is quoted as saying we now only have 100 years to leave Earth and find another habitable planet because those in charge of Earth are going to make it unlivable

I think he is absolutely wrong. The amount of fuel and other resources to get to ANY other known exoplanet for even 1,000 humans is a very large fraction of our present total annual energy and materials output of the entire planet — and would impoverish all the remaining 99.9999% of the population of the planet, even the 1% who currently have way too much.

For a very tiny fraction of those financial and material resources, we could devote some time, thought, planning and resources to make it so that wilderness areas are preserved, we stop filling the atmosphere with CO2 and methane, and we stop causing extinctions and fouling our own nest. In other words, we need to stop screwing up the air, the oceans, the lakes, the rivers, and the land itself. We certainly have all the money to give every living human soul a decent life, and we can preserve wild places so that there still will be wild animals running free on every single continent.

To my knowledge as a fairly avid amateur astronomer, we have yet to find even a single exoplanet that humans could actually exist on. While a number of of exoplanets are calculated to be in the ‘warm-enough’ zones, we don’t yet have any way of telling whether life has arisen on any of them. While at some point, spectroscopes will be able to discern what elements make up their atmosphere, it would be a stretch to say we could tell whether there is in fact life of any sort. If some do have living cells, we would not know what sort of overall chemistry they would have. There is no magic law that we know of that says that every ‘habitable-zone’ planet has lots of liquid water, an atmosphere that we would find breathable, and living cells based on RNA, DNA, and chlorophyll.

If we were so lucky as to find such a ‘pink unicorn’ planet around Proxima Centauri, the closest known star –‘only’ about 4 light years away — It would still take about 40 years to get there, at best (if we can get the speed up to  10% of c, the speed of light). Once they arive, the colonists would have to build, pretty much from scratch, all of the resources of NASA, European Space Agency, and those of Russia, China and India — combined. Which might take 50 – 100 years if they work really fast, so it could easily take one or two centuries for the first voyagers to return from Proxima Centauri – the very closest possible known exoplanet system.

No thanks.

No thank you to the idea of leaving this beautiful blue Planet Earth en masse. It’s the only place in the entire universe that we KNOW you can find a place that is reminiscent of Heaven. Yes, life is Hell for many of its residents, but with the proper amount of good will, we could fix that. Sure, let’s keep exploring with robotic drones and orbiting and Earth-based telescopes. It’s fine to send some expeditions to Mars and other places in our Solar System that have human crews, after we’ve made it a bit safer and affordable. But don’t believe for a minute that there is any other place in our Solar System where people can safely and affordably settle and raise families!

Let’s clean up our own nest instead of fouling it up some more for some crack-pot idea of massively escaping the ONE. AND. ONLY. KNOWN. HABITABLE. PLANET. IN. THE. ENTIRE. UNIVERSE.

Yes, it’s true that the owners of the large corporations and those who run governments and even small farmers, fishermen and the rest of us all over the planet are in fact screwing up Planet Earth almost as fast as we can. Our continued use of fossil fuels and generation of smog and water pollution goes on apace. However, we know how to fix all of that. It’s not hard, and many places have instituted protections (regulations) that will slow it down and eventually turn it all around.

Let’s fix Earth, not dream of leaving it.

Sorry, Dr Hawking, you are wrong.

Texas Decision Slams Value Added Measurements

And it does so for many of the reasons that I have been advocating. I am going to quote the entirety of Diane Ravitch’s column on this:

Audrey Amrein-Beardsley of Arizona State University is one of the nation’s most prominent scholars of teacher evaluation. She is especially critical of VAM (value-added measurement); she has studied TVAAS, EVAAS, and other similar metrics and found them deeply flawed. She has testified frequently in court cases as an expert witness.

In this post, she analyzes the court decision that blocks the use of VAM to evaluate teachers in Houston. The misuse of VAM was especially egregious in Houston, which terminated 221 teachers in one year, based on their VAM scores.

This is a very important article. Amrein-Beardsley and Jesse Rothstein of the University of California testified on behalf of the teachers; Tom Kane (who led the Gates’ Measures of Effective Teaching (MET) Study) and John Friedman (of the notorious Chetty-Friedman-Rockoff study) testified on behalf of the district.

Amrein-Beardsley writes:

Of primary issue will be the following (as taken from Judge Smith’s Summary Judgment released yesterday): “Plaintiffs [will continue to] challenge the use of EVAAS under various aspects of the Fourteenth Amendment, including: (1) procedural due process, due to lack of sufficient information to meaningfully challenge terminations based on low EVAAS scores,” and given “due process is designed to foster government decision-making that is both fair and accurate.”

Related, and of most importance, as also taken directly from Judge Smith’s Summary, he wrote:

HISD’s value-added appraisal system poses a realistic threat to deprive plaintiffs of constitutionally protected property interests in employment.

HISD does not itself calculate the EVAAS score for any of its teachers. Instead, that task is delegated to its third party vendor, SAS. The scores are generated by complex algorithms, employing “sophisticated software and many layers of calculations.” SAS treats these algorithms and software as trade secrets, refusing to divulge them to either HISD or the teachers themselves. HISD has admitted that it does not itself verify or audit the EVAAS scores received from SAS, nor does it engage any contractor to do so. HISD further concedes that any effort by teachers to replicate their own scores, with the limited information available to them, will necessarily fail. This has been confirmed by plaintiffs’ expert, who was unable to replicate the scores despite being given far greater access to the underlying computer codes than is available to an individual teacher [emphasis added, as also related to a prior post about how SAS claimed that plaintiffs violated SAS’s protective order (protecting its trade secrets), that the court overruled, see here].

The EVAAS score might be erroneously calculated for any number of reasons, ranging from data-entry mistakes to glitches in the computer code itself. Algorithms are human creations, and subject to error like any other human endeavor. HISD has acknowledged that mistakes can occur in calculating a teacher’s EVAAS score; moreover, even when a mistake is found in a particular teacher’s score, it will not be promptly corrected. As HISD candidly explained in response to a frequently asked question, “Why can’t my value-added analysis be recalculated?”:

Once completed, any re-analysis can only occur at the system level. What this means is that if we change information for one teacher, we would have to re- run the analysis for the entire district, which has two effects: one, this would be very costly for the district, as the analysis itself would have to be paid for again; and two, this re-analysis has the potential to change all other teachers’ reports.

The remarkable thing about this passage is not simply that cost considerations trump accuracy in teacher evaluations, troubling as that might be. Of greater concern is the house-of-cards fragility of the EVAAS system, where the wrong score of a single teacher could alter the scores of every other teacher in the district. This interconnectivity means that the accuracy of one score hinges upon the accuracy of all. Thus, without access to data supporting all teacher scores, any teacher facing discharge for a low value-added score will necessarily be unable to verify that her own score is error-free.

HISD’s own discovery responses and witnesses concede that an HISD teacher is unable to verify or replicate his EVAAS score based on the limited information provided by HISD.

According to the unrebutted testimony of plaintiffs’ expert, without access to SAS’s proprietary information – the value-added equations, computer source codes, decision rules, and assumptions – EVAAS scores will remain a mysterious “black box,” impervious to challenge.

While conceding that a teacher’s EVAAS score cannot be independently verified, HISD argues that the Constitution does not require the ability to replicate EVAAS scores “down to the last decimal point.” But EVAAS scores are calculated to the second decimal place, so an error as small as one hundredth of a point could spell the difference between a positive or negative EVAAS effectiveness rating, with serious consequences for the affected teacher.

Hence, “When a public agency adopts a policy of making high stakes employment decisions based on secret algorithms incompatible with minimum due process, the proper remedy is to overturn the policy.”

It’s not so much that we have bad teachers (even tho they do exist): It’s an incoherent educational system that is at fault

Very interesting article in Atlantic by E.D. Hirsch on the problems facing American education. Among other things, he finds (as I do) that Value-Added Measurements are utterly unreliable and, indeed, preposterous. But most of all, he finds that the American educational system is extremely poorly run because its principal ideas lack any coherence at all.

Here are a couple of paragraphs:

The “quality” of a teacher doesn’t exist in a vacuum. Within the average American primary school, it is all but impossible for a superb teacher to be as effective as a merely average teacher is in the content-cumulative Japanese elementary school. For one thing, the American teacher has to deal with big discrepancies in student academic preparation while the Japanese teacher does not. In a system with a specific and coherent curriculum, the work of each teacher builds on the work of teachers who came before. The three Cs—cooperation, coherence, and cumulativeness—yield a bigger boost than the most brilliant efforts of teachers working individually against the odds within a system that lacks those qualities. A more coherent system makes teachers better individually and hugely better collectively.

American teachers (along with their students) are, in short, the tragic victims of inadequate theories. They are being blamed for the intellectual inadequacies behind the system in which they find themselves. The real problem is not teacher quality but idea quality. The difficulty lies not with the inherent abilities of teachers but with the theories that have watered down their training and created an intellectually chaotic school environment. The complaint that teachers do not know their subject matter would change almost overnight with a more specific curriculum with less evasion about what the subject matter of that curriculum ought to be. Then teachers could prepare themselves more effectively, and teacher training could ensure that teacher candidates have mastered the content they will be responsible for teaching.”


300 Scientists Claim There is no Climate Change …

But what type of scientists are they?

This rather funny article I found in The Guardian shows that almost none of them have any actual experience in the study of climate changes.

Here is an excerpt:

There many are other examples that list no degree, affiliation, or expertise, such as:

BEE, Roger: ();

BEETHAM, Barry: ();

I guess having a first and last name are sufficient to be included in this list of eminent scientists. Sadly, the list also includes William Happer, who is under consideration for the position of President Trump’s science advisor, and also a couple of fellows we know to be quite nutty.

Finally, how about the person who appeared to orchestrate this letter, Richard Lindzen? Well, he may be best known for taking contrarian views on climate change that are not substantiated by the research, and being wrong on all of them. In fact, he has put forward multiple studies that were shown to be incorrect or questionable by his colleagues in the field. 

A summary that I coauthored of his work is available here with links to all of the relevant studies so people can read for themselves. In fact, one of his studies was rebutted by three separate papers within a year of publication. This is astonishing – most papers are never rebutted. In fact, I would venture that most scientists never have a paper rebutted in their entire career.

What is the takeaway message? As I’ve said many times, the science is settled. Human emissions of greenhouse gases are causing the Earth’s climate to change. It’s practically impossible to find a reputable climate scientist who disagrees, or a climate scientist who can support an alternative view. It is also very difficult to find a scientist who thinks that the warming isn’t a problem, or isn’t significantly caused by humans. But, this isn’t a lack of trying on their side.

When the folks denying human influence on climate can only generate the type of signatures attached to this letter, it shows that while they are good at getting press, they are not good at climate science.

Of course, press may be all they ever wanted in the first place.

Published in: on February 28, 2017 at 1:17 am  Comments (1)  

What have those godless anti-American libtards done for me anyway?

(Copied from elsewhere; author unknown but reprinted with thanks to whoever it was. Also thanks to my friend Kathryn Wadsworth who put this out on FB!)


Joe gets up at 6 a.m. and fills his coffeepot with water to prepare his morning coffee. The water is clean and good because some tree-hugging liberal fought for minimum water-quality standards. With his first swallow of coffee, he takes his daily medication. His medications are safe to take because some stupid commie liberal fought to insure their safety and that they work as advertised.

All but $10 of his medications are paid for by his employer’s medical plan because some liberal union workers fought their employers for paid medical insurance – now Joe gets it too. He prepares his morning breakfast, bacon and eggs. Joe’s bacon is safe to eat because some girly-man liberal fought for laws to regulate the meat packing industry.

In the morning shower, Joe reaches for his shampoo. His bottle is properly labeled with each ingredient and its amount in the total contents because some crybaby liberal fought for his right to know what he was putting on his body and how much it contained. Joe dresses, walks outside and takes a deep breath. The air he breathes is clean because some environmentalist wacko liberal fought for laws to stop industries from polluting our air. He walks to the subway station for his government-subsidized ride to work. It saves him considerable money in parking and transportation fees because some fancy-pants liberal fought for affordable public transportation, which gives everyone the opportunity to be a contributor.

Joe begins his work day. He has a good job with excellent pay, medical benefits, retirement, paid holidays and vacation because some lazy liberal union members fought and died for these working standards. Joes employer pays these standards because Joe’s employer doesn’t want his employees to call the union.

If Joe is hurt on the job or becomes unemployed, he’ll get a worker compensation or unemployment check because some stupid liberal didn’t think he should lose his home because of his temporary misfortune.

It’s noontime and Joe needs to make a bank deposit so he can pay some bills. Joe’s deposit is federally insured by the FSLIC because some godless liberal wanted to protect Joe’s money from unscrupulous bankers who ruined the banking system before the Great Depression.

Joe has to pay his Fannie Mae-underwritten mortgage and his below-market federal student loan because some elitist liberal decided that Joe and the government would be better off if he was educated and earned more money over his lifetime.

Joe is home from work. He plans to visit his father this evening at his farm home in the country. He gets in his car for the drive. His car is among the safest in the world because some America-hating liberal fought for car safety standards. He arrives at his boyhood home. His was the third generation to live in the house financed by Farmers’ Home Administration because bankers didn’t want to make rural loans. The house didn’t have electricity until some big-government liberal stuck his nose where it didn’t belong and demanded rural electrification.

He is happy to see his father, who is now retired. His father lives on Social Security and a union pension because some wine-drinking, cheese-eating liberal made sure he could take care of himself so Joe wouldn’t have to.

Joe gets back in his car for the ride home, and turns on a radio talk show. The radio host keeps saying that liberals are bad and conservatives are good. He doesn’t mention that the beloved Republicans have fought against every protection and benefit Joe enjoys throughout his day.

Joe agrees: “We don’t need those big-government liberals ruining our lives! After all, I’m a self-made man who believes everyone should take care of themselves, just like I have.”

Compare ‘Education Reform’ to Ineffective but Profitable Quick-Weight-Loss Schemes

John Viall compares the past 15 years of education ‘reform’ to the past 30 or 40 years of completely counterproductive weight-loss schemes — in both cases, the results are exactly contrary to what they were promised to be. In one case, we can see that America’s obesity rates are some of the worst in the world. In the other, we have certainly not ‘raced to the top’ on TIMMS, PISA, or any other international test, despite all of promises by both the Bush and Obama administrations.

He concludes (I added some color):

“For a sixth time the PISA test was administered in 2015.

Now, 15-year-olds from seventy countries and educational systems took the test. How did U. S. students fare?
The envelope please.
In reading U. S. students scored 497. In other words, after fifteen years of school reform and tens of billions wasted, reading scores were still down seven points.
Fifteen years of listening to blowhard politicians—and U. S. students averaged 470 in math, a depressing 23-point skid.
Surely, all that meddling must have done some good? No. Science scores averaged 496, still down three points.
Fifteen years of diet plans that couldn’t possibly fail and, metaphorically, we were all just a little more fat.
PISA scores had been the foundation on which all school reform was built; and after all these years, America’s 15-year-olds were scoring 33 points worse.
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