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McLaughlin said he has not been in touch with Pete Arredondo, the embattled head of the Uvalde school district’s police department, who served as the incident commander during the shooting and has been criticized for not sending officers in sooner.Arredondo has not spoken publicly about the incident, telling CNN on Wednesday that he would do so after more time has passed and the victims of the massacre are buried.

Last week, Abbott said he was “misled” by law enforcement authorities about the series of events that took place.

“Why should any of us be afraid of expanding background checks? There’s nothing wrong with that, I don’t have anything to hide,” said McLaughlin, who has also long pushed to build a psychiatric hospital in Uvalde.

During the interview on Wednesday, however, McLaughlin took a much more conciliatory tone, urging compromise between Republicans and Democrats to find a set of laws that “work for everyone.”

“The briefing that the governor and the lieutenant governor and everybody else in that room [had] ... was given by the DPS, not local law enforcement,” McLaughlin said.“They’ve had three press conferences,” he added. “In all three press conferences, something has changed.”

In his letter to Patrick, who presides over the Senate, and House Speaker Dade Phelan (R), Abbott asked that both chambers form committees to explore five issues: school safety; mental health; social media; police training; and firearm safety.“As leaders, we must come together at this time to provide solutions to protect all Texans,” Abbott said in his letter.

Abbott also announced new instructions for the Texas School Safety Center, a research center focused on campus safety and security that is statutorily responsible for auditing schools for safety processes and establishing best practices.

According to a letter Abbott sent to education officials, the governor said the San Marcos-based safety center should start conducting “random intruder detection audits,” designed to find weaknesses in campus security systems.

McLaughlin said he could not imagine the school returning to normal operations.“I hope we tear it down to the ground,” he said. “I would never expect a teacher, a student, anyone to go walk back in that building.”

Today nearly half the city’s public schools either have low graduation rates or rank in the bottom 5 percent of state schools in math and English.

“I remember the chain of thought,” he said. “I had to do prehistory, so I have to do some archaeology. But to do it seriously, I’m going to talk about how humans evolved, so, yikes, I’m in biology now. I thought: To do it seriously, I have to talk about how mammals evolved, how primates evolved. I have to go back to multicelled organisms, I have to go back to primeval slime. And then I thought: I have to talk about how life was created, how life appeared on earth! I have to talk geology, the history of the planet. And so you can see, this is pushing me back and back and back, until I realized there’s a stopping point — which is the Big Bang.” He paused. “I thought, Boy, would that be exciting to teach a course like this!”

In the wake of McNeill’s rebuke, Western Civ was slowly replaced by World History, a more comparative class that stressed broad themes across cultures and disciplines. Over the past 30 years, World History has produced its own formidable academic institutions and journals; these days, three-quarters of all American students take World History

by the early ‘70s, as the Vietnam War heightened interest in nations outside Europe, Western Civ was on the decline. In pedagogical circles, a book called “The Rise of the West: A History of the Human Community,” by William Hardy McNeill, a historian at the University of Chicago, persuasively argued that Western Civ was not merely biased against other cultures but also failed to account for the enormous influence that cultures had on one another over the millenniums.

Gates has insisted on tracking this venture as he would any Microsoft product or foundation project. The Big History Project produces reams of data — students and teachers are regularly surveyed, and teachers submit the results from classes, all of which allows his team to track what’s working and what isn’t as the course grows. “Our priority,” he told me from across the table, “was to get it into a form where ambitious teachers could latch onto it.”

They have monitored teacher feedback closely and decreased the course in size, from 20 units to 10. True to Christian’s original style, however, the high-school course links insights across subjects into wildly ambitious narratives. The units begin with the Big Bang and shift to lesson plans on the solar system, trade and communications, globalization and, finally, the future. A class on the emergence of life might start with photosynthesis before moving on to eukaryotes and multicellular organisms and the genius of Charles Darwin and James Watson. A lecture on the slave trade might include the history of coffee beans in Ethiopia.

“Most kids experience school as one damn course after another; there’s nothing to build connections between the courses that they take,” says Bob Bain, a professor of history and education at the University of Michigan and an adviser to the Big History Project, who has helped devise much of the curriculum. “The average kid has no way to make sense between what happens with their first-period World History class and their second-period algebra class, third-period gym class, fourth-period literature — it’s all disconnected. It’s like if I were to give you a jigsaw puzzle and throw 500 pieces on the table and say, ‘Oh, by the way, I’m not going to show you the box top as to how they fit together.’ ”

Christian, who is 67, now travels the world as something of an evangelist for the spread of the Big History Project. (His TED Talk, “The History of Our World in 18 Minutes,” has been viewed more than four million times online.)

Few schools had teachers who were willing or able to instruct a hybrid course; some schools wound up requiring that two teachers lead the class together. Gates, who had hoped to avoid bureaucracy, found himself mired in it. “You’ve got to get a teacher in the history department and the science department — they have to be very serious about it, and they have to get their administrative staff to agree. And then you have to get it on the course schedule so kids can sign up,” he said. “So they have to decide, kind of in the spring or earlier, and those teachers have to spend a lot of that summer getting themselves ready for the thing.”

Perhaps the largest challenge facing the Big History Project, however, is Gates himself, or at least the specter of him. To his bafflement and frustration, he has become a remarkably polarizing figure in the education world. This owes largely to the fact that Gates, through his foundation, has spent more than $200 million to advocate for the Common Core, something of a third rail in education circles

Diane Ravitch, an education historian at New York University who has been a vocal critic of Gates, put even it more starkly: “When I think about history, I think about different perspectives, clashing points of view. I wonder how Bill Gates would treat the robber barons. I wonder how Bill Gates would deal with issues of extremes of wealth and poverty.”

“It begins to be a question of: Is this Bill Gates’s history? And should it be labeled ‘Bill Gates’s History’? Because Bill Gates’s history would be very different from somebody else’s who wasn’t worth $50-60 billion.”

perhaps, Big History might even become a successor to Western Civ and World History.

he also noted that Big History — which is already being offered in South Korea, the Netherlands and, of course, Australia — had significant global potential.

Sam Wineburg, a professor of education and history at Stanford, told me that although he sees Big History as “an important intellectual movement,” he did not consider the class to be a suitable replacement for an actual history course. “At certain points, it becomes less history and more of a kind of evolutionary biology or quantum physics. It loses the compelling aspect that is at the heart of the word ‘history.’ ”

Wineburg’s deepest concern about the approach was its failure to impart a methodology to students. “What is most pressing for American high-school students right now, in the history-social-studies curriculum, is: How do we read a text? How do we connect our ability to sharpen our intellectual capabilities when we’re evaluating sources and trying to understand human motivation?” he asked. “When we think about history, what are the primary sources of Big History? The original scientific reports of the Big Bang?”

Barr, the principal in Brooklyn, however, came to feel that Gates’s course was better than the existing alternative. “If you were to interview many, many progressive social-studies teachers, they would tell you that World History is a completely flawed course. It’s spotty. It’s like fact soup. Kids don’t come out of it really having a sense of global history,”

According to one study, enrollment fell by one-fifth, and students were 30 percent less likely to major in one of these subjects. Yale and Harvard, while making noises about grade inflation, have never instituted tough rules to stem it.

Overall, graded students are less interested in the topic at hand and — and, for obvious, common-sense reasons — more inclined to pick the easiest possible task when given the chance.

Grades should motivate certain students: those afraid of the stigma of a bad grade or those ambitious, by temperament or conditioning, to succeed in measurable ways.

Although recent research on the effects of grades is limited, several studies in the 1970s, 1980s and 1990s measured how students related to a task or a class when it was graded compared to when it was ungraded.

Our goal should be ending the centrality of grades altogether. For years, I feared that a world of only A’s would mean the end of meaningful grades; today, I’m certain of it. But what’s so bad about that?

Yes, the student who gets a 100 on a calculus exam probably grasps the material better than the student with a 60 — but only if she retains the knowledge, which grades can’t show.

We need to move to a post-grading world. Maybe that means a world where there are no grades — or one where, if they remain, we rely more on better kinds of evaluation.

According to a 2012 study by the Chronicle of Higher Education, GPA was seventh out of eight factors employers considered in hiring, behind internships, extracurricular activities and previous employment.

To top humanities PhD programs, letters of reference and writing samples matter more than overall GPA (although students are surely expected to have received good grades in their intended areas of study).

Right now, students end up being evaluated twice: once with an inflated and meaningless letter grade, then again by teachers asked to write letters of recommendation.

They said employers want a GPA of 3.0 or even 3.5. But again, that standard would include almost every Harvard student — which suggests that GPAs serve not to validate students from elite schools but to keep out those from less-prestigious schools and large public universities, where grades are less inflated. Grades at community colleges “have actually dropped” over the years, according to Stuart Rojstaczer, a co-author of the 2012 grade-inflation study.

That means we have two systems: one for students at elite schools, who get jobs based on references, prestige and connections, and another for students everywhere else, who had better maintain a 3.0.

Students can compare evaluations from different classes, too, “read across all of them, see what they need improvement on.” And when they graduate, they — and employers or grad-school admission offices — get far more than a printed page of grades.

The trouble is that, while it’s relatively easy for smaller colleges to go grade-free, with their low student-to-teacher ratios, it’s tough for professors at larger schools, who must evaluate more students, more quickly, with fewer resources.

teaching five classes for poverty wages can’t write substantial term-end comments, so grades are a necessity if they want to give any feedback at all.

perhaps the small, progressive colleges can inspire other schools to follow, as they have in, say, abolishing the SAT as an admissions requirement

It would mean hiring more teachers and paying them better (which schools should do anyway). And if transcripts become more textured, graduate-school admission offices and employers will have to devote more resources to reading them, and to getting to know applicants through interviews and letters of reference

When I think about getting rid of grades, I think of happier students, with whom I have more open, democratic relationships.

Even in my Yale classrooms filled with overachievers, most of whom want to learn for the sake of learning, some respond well to the clarity of a grade.

Federal agencies, including the Department of Homeland Security, also will partner with states and local governments to support a public awareness campaign modeled on the department's "see something, say something" anti-terrorism campaign to encourage the awareness and reporting of suspicious activity, the administration announced.

Trump is proposing an expansion and overhaul of mental health programs, including those that help identify and treat those who may be a threat to themselves or others, the administration announced.

Trump is also calling for a review of the statutory and regulatory privacy protections to determine if any changes or clarifications are needed to improve coordination between mental health and other health care professionals, school officials, and law enforcement personnel.

The commission plans to focus on several areas, including age restrictions for certain firearm purchases; current entertainment rating systems; youth consumption of violent entertainment; best practices for school building and campus security and threat assessment and violence prevention; plans for integration and coordination of federal resources to help prevent and mitigate shootings at schools; and opportunities to improve access to mental health treatment, including through efforts to raise awareness of mental illness and the effectiveness of treatment.

While the congressman says the recommendations for congressional actions would be "a small, positive first step," he said he believes they are "insufficient."

traditional school debate discourages the kind of listening and reasoning that is critical to a healthy democracy.

Rather than increasing their comfort with being wrong, they can deepen an attitude of certainty.

many schools around the country are gravitating to alternative forms of debate that set the goals of truth and understanding over the goal of persuasion. A good example is the Ethics Bowl.

In the Ethics Bowl, created at the intercollegiate level in 1993 and the high school level around 2012, a team is assigned a question — not a statement or conclusion, as in traditional debate — on a contentious topic, such as “When is the use of military drones morally permissible?” The team then presents and defends whatever conclusion its deliberation has led to. An opposing team and a panel of judges pose questions and raise potential problems, to which the first team responds.

the winner is the team that does the better job of articulating its reasoning, listening and responding to questions, and advancing the collective understanding of the issue at hand.

But disagreement is frequent in the Ethics Bowl, and the discussions are spirited

It is precisely when we disagree that it is most critical for our thinking to be clear and our dialogue to be charitable and scrupulous.

In encouraging students to practice this skill, the Ethics Bowl fosters what may be the most important intellectual virtue of all: openness to changing your mind.

And because “contemporary liberalism is the ideology of imperial academia, funneled through media and nonprofits and governmental agencies but responsible ultimately only to itself,” a story about a wizarding academy is the perfect fantasy story for the liberal meritocracy to tell about itself.

the premise of a great deal of youthful liberal activism these days — that once the last remnants of Slytherin are eradicated from the leafy quads of Yale or Middlebury, once Draco Malfoy’s frat or final club is closed and the last Death-Eater sympathizers purged from the faculty, then the battle of ideas will have been finally and fully won.

But even if it were, beyond the walls of the imperial academy all of our world’s Muggles would still remain, with an agency and a power that they don’t have in the Potterverse.

It is Muggles who keep turning to parties of the far left and farther right, Muggles who drift into radicalism and set off bombs. Mass migration, rising nationalism, Islamic terrorism, rural despair — many disruptive forces in our era flow from global Muggledom’s refusal to just be a tame and subsidized surplus population

In our universe, though, the meritocracy of talent expects the chosen to actually go out and try to rule. On the evidence we have, they are not particularly good at it. And how to lead wisely in a society where most people did not go to Hogwarts is a lesson that J. K. Rowling’s lovely, lively, but ultimately childish novels do not teach.

“A lot of these kids have lost their homes and their school. It’s already so difficult,”

CRT makes two basic observations: First, that bias and prejudice exist not just in the hearts and minds of individuals, but also in society’s social structures and systems.

second, that bias embedded in systems is frequently invisible to the dominant class but perfectly perceptible to its victims

we must begin to attend in a serious way to heterodox black voices

Both of these observations are true at least some of the time

The problem is that the second—sometimes referred to as “standpoint epistemology”—contends that only minorities have standing to articulate a view on race and racism.

In her book What Does It Mean to Be White?, Robin DiAngelo puts it this way: “Sometimes I am asked, ‘But what if the person of color is wrong and what they think is racism isn’t racism at all?’ To this I say that people of color are much more qualified than we are to make this determination. My not being able to see racism is unrelated to its reality.” Anyone who proffers an alternative perspective can be accused of “privilege.”

This insight goes a long way to explaining the current fetishization of experience, especially if it is (redundantly) “lived.” Black people from all walks of life find themselves deferred to by non-blacks

black people certainly don’t all “feel” or “experience” the same things. Nor do they all "experience" the same event in an identical way. Finally, even when their experiences are similar, they don’t all think about or interpret their experiences in the same way.

Given America’s history of racism, we do have a special obligation to listen closely when marginalized people talk about their experience: The victims of racism will indeed have insights that others cannot possibly glean on their own.

This need is especially urgent given the ideological homogeneity of the “antiracist” outlook and efforts of elite institutions, including media, corporations, and an overwhelmingly progressive academia. For the arbiters of what it means to be black that dominate these institutions, there is a fairly narrowly prescribed “authentic” black narrative, black perspective, and black position on every issue that matters.

The practical effects of the new antiracism are everywhere to be seen, but in few places more clearly than in our children’s schools

But I cannot agree that, in making space for marginalized voices, everyone else should defer to whatever ideological claims members of a minority group attach to their definition of racism.

it tends to go like this: Defer to my lived experience; my lived experience reveals that critical race theory is true; you, too, must abide by critical race theory.

First, insisting that large swaths of people keep quiet is not a sustainable moral undertaking

Calling on those deemed privileged to mute themselves permanently on issues of race and racism only engenders resentment.

When we hear the demand to “listen to black voices,” what is usually meant is “listen to the right black voices.”

Many non-black people have heard a certain construction of “the black voice” so often that they are perplexed by black people who don’t fit the familiar model.

Similarly, many activists are not in fact “pro-black”: they are pro a rather specific conception of “blackness” that is not necessarily endorsed by all black people.

There’s a difference between listening to someone’s experience and tying oneself to their entire worldview. Challenging someone’s viewpoint should not be taken as invalidating their feelings.

This is where our new website, Free Black Thought (FBT), seeks to intervene in the national conversation. FBT honors black individuals for their distinctive, diverse, and heterodox perspectives, and offers up for all to hear a polyphony, perhaps even a cacophony, of different and differing black voices.

Second, oppressed people, like all people, are sometimes wrong.

Lived experience, while important, is just one data point in understanding social reality. Being oppressed doesn’t give anyone a monopoly on wisdom, even about oppression. Indeed, our experience can bias our insight

Shelly Eversley’s The Real Negro suggests that in the latter half of the 20th century, the criteria of what constitutes “authentic” black experience moved from perceptible outward signs, like the fact of being restricted to segregated public spaces and speaking in a “black” dialect, to psychological, interior signs. In this new understanding, Eversley writes, “the ‘truth’ about race is felt, not performed, not seen.”

one might reasonably question what could be wrong with teaching children “antiracist” precepts. But the details here are full of devils.

Third, marginalized communities are diverse.

To take an example that could affect millions of students, the state of California has adopted a statewide Ethnic Studies Model Curriculum (ESMC) that reflects “antiracist” ideas. The ESMC’s content inadvertently confirms that contemporary antiracism is often not so much an extension of the civil rights movement but in certain respects a tacit abandonment of its ideals.

“The spectrum of thought amongst African Americans is and has always been much broader and multifarious than commonly perceived,” he writes. “Neglect of that fact has led to a homogenization that has tended to submerge African American individuality.”

It has thus been condemned as a “perversion of history” by Dr. Clarence Jones, MLK’s legal counsel, advisor, speechwriter, and Scholar in Residence at the Martin Luther King, Jr. Institute at Stanford University:

Today, Black people are no less diverse in their political views than they’ve been through the ages.

Who alone speaks for a marginalized people? I, for one, will listen to anyone willing to talk with me.

Fourth, oppressed people around the world hold claims that directly contradict those of other oppressed people.

If you agree that one oppressed group has standing to define reality, it’s hard to argue that all oppressed people around the world don’t have similar standing to define their narratives of oppression, some of which conflict with each other.

Finally, some schools are adopting antiracist ideas of the sort espoused by Ibram X. Kendi, according to whom, if metrics such as tests and grades reveal disparities in achievement, the project of measuring achievement must itself be racist.

Fifth, once you allow someone else to define reality for you, you never know where it will take you. You’ve now outsourced your analysis to a third party, who may down the line make absurd statements or engage in untenable behavior that you now feel compelled to defend

Or consider the third-grade students at R.I. Meyerholz Elementary School in Cupertino, California

The children with “white” in their identity map were taught that they were part of the “dominant culture” which has been “created and maintained…to hold power and stay in power.” They were also taught that they had “privilege” and that “those with privilege have power over others.

In contrast, the non-white students were taught that they were “folx (sic) who do not benefit from their social identities,” and “have little to no privilege and power.”

We will never effectively address our problems, however, if one set of voices claims unique insight and seeks to shut out the rest from the discussion.

Or take New York City’s public school system, one of the largest educators of non-white children in America. In an effort to root out “implicit bias,” former Schools Chancellor Richard Carranza had his administrators trained in the dangers of “white supremacy culture.”

A slide from a training presentation listed “perfectionism,” “individualism,” “objectivity” and “worship of the written word” as white supremacist cultural traits to be “dismantled,”

Essentialist thinking about race has also gained ground in some schools. For example, in one elite school, students “are pressured to conform their opinions to those broadly associated with their race and gender and to minimize or dismiss individual experiences that don’t match those assumptions.” These students report feeling that “they must never challenge any of the premises of [the school’s] ‘antiracist’ teachings.”

Parents are justifiably worried about such innovations. What black parent wants her child to hear that grading or math are “racist” as a substitute for objective assessment and real learning? What black parent wants her child told she shouldn’t worry about working hard, thinking objectively, or taking a deep interest in reading and writing because these things are not authentically black?

Clearly, our children’s prospects for success depend on the public being able to have an honest and free-ranging discussion about this new antiracism and its utilization in schools. Even if some black people have adopted its tenets, many more, perhaps most, hold complex perspectives that draw from a constellation of rather different ideologies.

So let’s listen to what some heterodox black people have to say about the new antiracism in our schools.

Coleman Hughes, a fellow at the Manhattan Institute, points to a self-defeating feature of Kendi-inspired grading and testing reforms: If we reject high academic standards for black children, they are unlikely to rise to “those same rejected standards” and racial disparity is unlikely to decrease

Chloé Valdary, the founder of Theory of Enchantment, worries that antiracism may “reinforce a shallow dogma of racial essentialism by describing black and white people in generalizing ways” and discourage “fellowship among peers of different races.”

We hope it’s obvious that the point we’re trying to make is not that everyone should accept uncritically everything these heterodox black thinkers say. Our point in composing this essay is that we all desperately need to hear what these thinkers say so we can have a genuine conversation

We promote no particular politics or agenda beyond a desire to offer a wide range of alternatives to the predictable fare emanating from elite mainstream outlets. At FBT, Marxists rub shoulders with laissez-faire libertarians. We have no desire to adjudicate who is “authentically black” or whom to prefer.

Both of these observations are true at least some of the time

The problem is that the second—sometimes referred to as “standpoint epistemology”—contends that only minorities have standing to articulate a view on race and racism.

In her book What Does It Mean to Be White?, Robin DiAngelo puts it this way: “Sometimes I am asked, ‘But what if the person of color is wrong and what they think is racism isn’t racism at all?’ To this I say that people of color are much more qualified than we are to make this determination. My not being able to see racism is unrelated to its reality.” Anyone who proffers an alternative perspective can be accused of “privilege.”

Given America’s history of racism, we do have a special obligation to listen closely when marginalized people talk about their experience: The victims of racism will indeed have insights that others cannot possibly glean on their own.

There’s a difference between listening to someone’s experience and tying oneself to their entire worldview. Challenging someone’s viewpoint should not be taken as invalidating their feelings.

it tends to go like this: Defer to my lived experience; my lived experience reveals that critical race theory is true; you, too, must abide by critical race theory.

First, insisting that large swaths of people keep quiet is not a sustainable moral undertaking

Calling on those deemed privileged to mute themselves permanently on issues of race and racism only engenders resentment.

We will never effectively address our problems, however, if one set of voices claims unique insight and seeks to shut out the rest from the discussion.

But I cannot agree that, in making space for marginalized voices, everyone else should defer to whatever ideological claims members of a minority group attach to their definition of racism.

Lived experience, while important, is just one data point in understanding social reality. Being oppressed doesn’t give anyone a monopoly on wisdom, even about oppression. Indeed, our experience can bias our insight

Third, marginalized communities are diverse.

“The spectrum of thought amongst African Americans is and has always been much broader and multifarious than commonly perceived,” he writes. “Neglect of that fact has led to a homogenization that has tended to submerge African American individuality.”

Today, Black people are no less diverse in their political views than they’ve been through the ages.

Who alone speaks for a marginalized people? I, for one, will listen to anyone willing to talk with me.

Fourth, oppressed people around the world hold claims that directly contradict those of other oppressed people.

If you agree that one oppressed group has standing to define reality, it’s hard to argue that all oppressed people around the world don’t have similar standing to define their narratives of oppression, some of which conflict with each other.

Fifth, once you allow someone else to define reality for you, you never know where it will take you. You’ve now outsourced your analysis to a third party, who may down the line make absurd statements or engage in untenable behavior that you now feel compelled to defend

Second, oppressed people, like all people, are sometimes wrong.

The implication of Hannah-Jones’s tweet and candidate Biden’s quip seems to be that you can have African ancestry, dark skin, textured hair, and perhaps even some “culturally black” traits regarding tastes in food, music, and ways of moving through the world. But unless you hold the “correct” political beliefs and values, you are not authentically black.

In a now-deleted tweet from May 22, 2020, Nikole Hannah-Jones, a Pulitzer Prize-winning reporter for The New York Times, opined, “There is a difference between being politically black and being racially black.”

Shelly Eversley’s The Real Negro suggests that in the latter half of the 20th century, the criteria of what constitutes “authentic” black experience moved from perceptible outward signs, like the fact of being restricted to segregated public spaces and speaking in a “black” dialect, to psychological, interior signs. In this new understanding, Eversley writes, “the ‘truth’ about race is felt, not performed, not seen.”

This insight goes a long way to explaining the current fetishization of experience, especially if it is (redundantly) “lived.” Black people from all walks of life find themselves deferred to by non-blacks

black people certainly don’t all “feel” or “experience” the same things. Nor do they all "experience" the same event in an identical way. Finally, even when their experiences are similar, they don’t all think about or interpret their experiences in the same way.

we must begin to attend in a serious way to heterodox black voices

This need is especially urgent given the ideological homogeneity of the “antiracist” outlook and efforts of elite institutions, including media, corporations, and an overwhelmingly progressive academia. For the arbiters of what it means to be black that dominate these institutions, there is a fairly narrowly prescribed “authentic” black narrative, black perspective, and black position on every issue that matters.

When we hear the demand to “listen to black voices,” what is usually meant is “listen to the right black voices.”

Many non-black people have heard a certain construction of “the black voice” so often that they are perplexed by black people who don’t fit the familiar model.

Similarly, many activists are not in fact “pro-black”: they are pro a rather specific conception of “blackness” that is not necessarily endorsed by all black people.

This is where our new website, Free Black Thought (FBT), seeks to intervene in the national conversation. FBT honors black individuals for their distinctive, diverse, and heterodox perspectives, and offers up for all to hear a polyphony, perhaps even a cacophony, of different and differing black voices.

The practical effects of the new antiracism are everywhere to be seen, but in few places more clearly than in our children’s schools

one might reasonably question what could be wrong with teaching children “antiracist” precepts. But the details here are full of devils.

To take an example that could affect millions of students, the state of California has adopted a statewide Ethnic Studies Model Curriculum (ESMC) that reflects “antiracist” ideas. The ESMC’s content inadvertently confirms that contemporary antiracism is often not so much an extension of the civil rights movement but in certain respects a tacit abandonment of its ideals.

It has thus been condemned as a “perversion of history” by Dr. Clarence Jones, MLK’s legal counsel, advisor, speechwriter, and Scholar in Residence at the Martin Luther King, Jr. Institute at Stanford University:

Essentialist thinking about race has also gained ground in some schools. For example, in one elite school, students “are pressured to conform their opinions to those broadly associated with their race and gender and to minimize or dismiss individual experiences that don’t match those assumptions.” These students report feeling that “they must never challenge any of the premises of [the school’s] ‘antiracist’ teachings.”

In contrast, the non-white students were taught that they were “folx (sic) who do not benefit from their social identities,” and “have little to no privilege and power.”

The children with “white” in their identity map were taught that they were part of the “dominant culture” which has been “created and maintained…to hold power and stay in power.” They were also taught that they had “privilege” and that “those with privilege have power over others.

Or consider the third-grade students at R.I. Meyerholz Elementary School in Cupertino, California

Or take New York City’s public school system, one of the largest educators of non-white children in America. In an effort to root out “implicit bias,” former Schools Chancellor Richard Carranza had his administrators trained in the dangers of “white supremacy culture.”

A slide from a training presentation listed “perfectionism,” “individualism,” “objectivity” and “worship of the written word” as white supremacist cultural traits to be “dismantled,”

Finally, some schools are adopting antiracist ideas of the sort espoused by Ibram X. Kendi, according to whom, if metrics such as tests and grades reveal disparities in achievement, the project of measuring achievement must itself be racist.

Parents are justifiably worried about such innovations. What black parent wants her child to hear that grading or math are “racist” as a substitute for objective assessment and real learning? What black parent wants her child told she shouldn’t worry about working hard, thinking objectively, or taking a deep interest in reading and writing because these things are not authentically black?

Clearly, our children’s prospects for success depend on the public being able to have an honest and free-ranging discussion about this new antiracism and its utilization in schools. Even if some black people have adopted its tenets, many more, perhaps most, hold complex perspectives that draw from a constellation of rather different ideologies.

So let’s listen to what some heterodox black people have to say about the new antiracism in our schools.

Coleman Hughes, a fellow at the Manhattan Institute, points to a self-defeating feature of Kendi-inspired grading and testing reforms: If we reject high academic standards for black children, they are unlikely to rise to “those same rejected standards” and racial disparity is unlikely to decrease

Chloé Valdary, the founder of Theory of Enchantment, worries that antiracism may “reinforce a shallow dogma of racial essentialism by describing black and white people in generalizing ways” and discourage “fellowship among peers of different races.”

We hope it’s obvious that the point we’re trying to make is not that everyone should accept uncritically everything these heterodox black thinkers say. Our point in composing this essay is that we all desperately need to hear what these thinkers say so we can have a genuine conversation

We promote no particular politics or agenda beyond a desire to offer a wide range of alternatives to the predictable fare emanating from elite mainstream outlets. At FBT, Marxists rub shoulders with laissez-faire libertarians. We have no desire to adjudicate who is “authentically black” or whom to prefer.

In 2015, a National Center for Truth and Reconciliation report estimated that more than 150,000 children attended these schools and more than 6,000 died, never returning home.

The report said the residential schools were "a systematic, government- sponsored attempt to destroy Aboriginal cultures and languages and to assimilate Aboriginal peoples so that they no longer existed as distinct peoples."

. A former assistant principal, Jeffrey McKenzie, found Gabriel but did not call 911

"Every state has bullying legislation, but if it's not enforced (by schools), it doesn't do any good."

The settlement involves training and supervising staff and includes two years of oversight of its anti-bullying plan.

Pautsch said many school districts don't track bullying

She said she trusts schools to educate kids but not so much when it comes to bullying.

"I hate to sound so cynical, but we have been doing this for 15 years,

They "ultimately prevented (Gabriel's) parents from fully understanding (his) horrifying experience at Carson Elementary until it was too late,

In the settlement, district and school officials deny the allegations

"The defendants strongly believe that neither CPS, its employees, nor the school nurse were responsible for the tragic death of Gabriel Taye,

“Although we all deplore the use of racist epithets,” said Gary L. Francione, a law professor who also signed the statement, “the idea that a faculty member or law student cannot quote a published court decision that itself quotes a racial or other otherwise objectionable word as part of the record of the case is problematic and implicates matters of academic freedom and free speech.”

Among the professors who have signed a statement in support of Professor Bergelson and the student are some of the school’s most prominent faculty members, including John Farmer Jr., a former New Jersey attorney general, and Ronald K. Chen, the state’s onetime public advocate. Both are former deans of Rutgers Law School.

rofessor Bergelson, 59, has said that she did not hear the word spoken during the videoconference session, which three students attended after a criminal law class, and would have corrected the student if she had.

Professor Bergelson said she was never told about her students’ objections, learning of them only after the petition surfaced April 6, five months later. Within days, she said, she convened a meeting with the criminal law class and other first-year students to discuss the incident and to offer an apology. The student, who has not been publicly identified, also apologized during the meeting.

“I don’t think the Law School should have rules that are stricter than the Constitution of the United States,” said Dennis M. Patterson, a professor.

Professor Lopez and his co-dean, Kimberly Mutcherson, said in a statement that the discussion underway had nothing to do with “stifling academic freedom, ignoring the First Amendment, or banning words.”

Rather, they said, it was about “how best to create classroom environments in which all of our students feel seen, heard, valued and respected.”

“He said, um — and I’ll use a racial word, but it’s a quote,” the student said, according to a summary of the incident written by professors. “He says, ‘I’m going to go to Trenton and come back with my [expletive]s.”

The controversy began on Oct. 28, after a criminal law class all first-year students are required to take. In discussing the circumstances under which a criminal defendant could be held liable for crimes committed by his co-conspirators, the student repeated a quote from a defendant that appeared in an opinion written by a former State Supreme Court judge, Alan B. Handler.

Samantha Harris, the lawyer representing the woman, said the school would be abdicating its responsibility to train lawyers if it encouraged professors to avoid epithets in all contexts.

“When you’re an attorney, you hear all kinds of horrible things,” said Ms. Harris, a former fellow at FIRE, the Foundation for Individual Rights in Education.

dam Scales, a Black professor at Rutgers Law who has signed the statement of support for Professor Bergelson, said he opposed even voluntary limits on speech. But he said the number of his colleagues who believe racial epithets should never be spoken, regardless of the context, is “not insignificant.”

“You represent people who have said horrible things, who have done horrible things,” she said. “You can’t guarantee a world free of offensive language.”

The faculty discussions, held by videoconference, have been fraught, he said.

“I can’t imagine a less hospitable setting than a 100-person Zoom call to discuss racism,” he said. “It’s a demoralizing time for everyone involved.”

“I certainly grew up in the shadow of this tragedy,” she said. “I am very sensitive to how a word can trigger painful episodes. I would never use the words in class.”Still, she said, other professors and students should be free to make their own choices.

Professor Bergelson, who emigrated from Moscow as an adult, said her belief that slurs rooted in racism, bigotry or misogyny should be avoided in class stems from her personal history. Her grandmother, she said, was a journalist who was executed in 1950 by the Stalin regime for associating with the Jewish Anti-Fascist Committee. Another relative was executed in 1952.

But interviews with 21 current and former parents and teachers, as well as a review of social media posts and of school documents, emails, text messages and videos, show how the wealthy and well-connected Ms. Centner brought her anti-vaccination and anti-masking views into the school’s day-to-day life, turning what had been a tightknit community into one bitterly split between those who support her views on vaccinations and those who do not.

The anti-vaccination policy requires recently vaccinated teachers to maintain a distance from students — Ms. Centner told teachers not to hug the children, for example. It caused such a frenzy that a reporter asked about it during a White House briefing. (The school received $804,375 from the federal Paycheck Protection Program during the pandemic.)

By the time the pandemic hit, the school’s old identity and leaders were gone, and the Centners were at the helm.

The school opposed feeding children sugar and gluten, and required that students have different shoes for indoors and outdoors. Some parents said they thought such ideas odd but inoffensive — unlike what began to happen with the school’s response to the coronavirus.

The school continued to defend the policy on Friday. “At our school, we have asked our teachers to take a prudent precautionary pause and get through these remaining weeks until the claims being made are further researched,” Mr. Centner said. “We encourage teachers to consult their health care providers as they make these medical decisions.”

On Thursday, Mr. Pizzo introduced a legislative amendment that he hoped would prevent schools and businesses from prohibiting people from getting vaccinated, calling such a policy “quackery.”

It failed on a tied vote.

due to limited capacity, until now testing in the U.S. has largely been used diagnostically

In addition to diagnostic testing, the new funding will enable schools to use frequent testing as a screening tool, which can "identify asymptomatic disease and prevent clusters before they start,"

The CDC released additional guidance that focuses on testing in specific settings, including correctional and detention facilities, non-health care workplaces, higher education institutions, and homeless shelters and encampments.

the investments and guidance are intended to clear the way toward schools opening.

"The question I think for the administration, and for schools in the country, is not whether they can open, but how,"

Some community members try to cope by avoiding places where shootings have happened, like movie theaters, Nicoletti said. That may prove more difficult with a grocery store, he added. Others enter a state of denial, believing that a shooting couldn’t happen to them. 

A better alternative, Nicoletti said, is to be as prepared as possible while not accepting that shootings are inevitable. Countless active shooter drills that have been carried out in schools and workplaces since Columbine are one example of that. Another is simply observing where all the exits are when you enter a building. 

Columbine survivor Missy Mendo said the only way she’s been able to keep herself from normalizing shootings through the years is to work to help people affected by them. That includes her role as a member of the Rebels Project, a local non-profit that helps survivors of mass shootings from around the world connect with one another. Mendo said Monday’s shooting in Boulder was especially difficult for her to try to comprehend.

Two graduates of Columbine High School co-founded the Rebels Project and named it after the school’s mascot. One of those co-founders is Heather Martin, a teacher at Aurora Central High School. 

She, like other survivors, has spent years finding her own coping strategies. Mental health care, including therapy, has been a big help, she said. But her fears can creep up again after she hears about another school shooting. 

Survivors of mass casualty events each have their own unique stories, Martin said. But they all share a common bond, or, as Martin and Mendo say, they belong to a club that no one wants to be in. That club continues to grow with each shooting, a fact that Martins says makes her feel “helpless.”

Suddenly, Martin said, she wasn’t the only person who felt nervous in crowded places like a grocery store.

It’s not just direct survivors of mass shootings that are feeling trauma right now — whether it’s images of the Boulder shooting seen via traditional and social media, or a year of living with a global pandemic. The key, Martin said, is to give yourself the grace to accept that it’s real and valid. 

In Austria, a nationwide survey by universities and medical institutes found that children under 10 showed a similar rate of infection to those between 11 and 14, and that the children in general were getting infected as often as teachers, said Michael Wagner, a microbiologist at the University of Vienna who oversees the study.

Scientists also point to data from the U.K.’s Office for National Statistics, which conducts a weekly random survey of the population. Just before the Christmas break, when schools were still open, the positivity rate among children was higher than in most adult groups, especially in those older than 11.

German virologist Christian Drosten said in his weekly podcast that the study “pretty much answers the question of how children contribute to the pandemic.”

Still, many policy makers across Europe say schools are safe. The European Center for Disease Prevention and Control states on its website that while clusters have been reported in all types of schools, such outbreaks have been relatively rare. Statistics also show that children rarely fall seriously ill after contracting the virus.

Mr. Wagner, who oversees the Austrian survey, said opening schools while the U.K. variant spreads in Europe bears a big risk. “We should be careful now,” he said.

In education proposals released during her 2020 campaign for the presidency, Harris said she’d bump the average teacher salary up by $13,500.

A July Reuters-Ipsos poll found that 78 percent “support teaching high school students about the impacts of slavery” and 73 percent support teaching high school students about the impacts of racism.

If critical race theory isn’t being taught to children — and in a technical sense, it isn’t — then it’s hardly illogical to suppose that some other concern may be afoot.

The problem lies in the name “critical race theory.” It’s a no-brainer that the legal doctrine developed decades ago by scholars such as the Harvard Law professor Derrick Bell and the Columbia University and U.C.L.A. law professor Kimberlé Crenshaw is not being taught to tots.

today, this isn’t what most voters mean when they object to critical race theory, and to participate in this debate as if otherwise is quibbling at best, and a smoke screen at worst.

consider the cultural critic Helen Pluckrose’s — fair, I think — summary of the original body of critical race theory work:C.R.T. is not just talking about historical and contemporary racism with a view to overcoming it — something that all approaches to addressing racism do — but a set of core beliefs that racism is ordinary and/or permanent; that white supremacy is everywhere; that white people don’t oppose racism unless it suits them; that there is a unique voice of color that just so happens to be the one that agrees with C.R.T.; that lived experience and story-telling are primary ways of revealing racism; that liberalism and the civil rights movement approach are bad; and that working for social justice means using the critical theories of race set out above.

this “critical” approach has trickled down, in broad outline, into the philosophy of education-school pedagogy and administration — call it C.R.T.-lite or, if you prefer, C.R.T. Jr. — and from there migrated into the methods used by graduates of those education programs into the way they wind up running schools.

Under this approach, what alarms many parents and other observers is that kids will absorb the idea that it is enlightened to see white people as potential oppressors and Black people as perpetual victims of an inherently oppressive system. That it is therefore appropriate to ascribe certain traits to races, rather than individuals, and that education must “center” the battle against power differentials between groups

An implication some educators draw from these tenets is that various expectations of some of their students, based on what are generally thought to be ordinary mainstream assumptions, are instead onerous stipulations from an oppressive white-centric view.

Hence an idea that it is white to be on time, arrive at precise answers and reason from A to B, rather than holistically, etc. Again, this is not what decades-old critical race theory scholarship proposed, but yes, the idea is descended from original C.R.T.’s fundamental propositions about white supremacy.

these guidelines, apparently sanctioned by state departments of education, contradict the notion that concepts derived from critical race theory — or are, at least, C.R.T.-lite — is nowhere near our schools, that the C.R.T.-in-schools debate “isn’t real,” merely a fiction designed to cloak racism.

In some cases, evidence of C.R.T.-lite is easier to spot at various private schools.

Some of those who say that critical race theory isn’t being taught in schools may not be aware of these developments. Others most likely are, and suppose that they are healthy, that this is indeed how education should be.

That’s a respectable stance, but one ought not harbor it in disbelief that any intelligent, morally concerned person could feel differently

One can ardently support that students learn about racism and its legacies in a way that doesn’t crowd out obvious lessons about the history of undeniable racial progress. One can do that while questioning whether students should be immersed in a broader perspective that offers overbroad, clumsy and, frankly, insulting portraits of what is inherently white and what is Black, Latino, Asian American or Native American, and fosters — even if unintentional — a sense of opposition between the groups in question.

The horror of slavery, the hypocrisy of Jim Crow, the terror of lynching, the devastating loss of life and property in Tulsa and in other massacres — no student should get through, roughly, middle school ignorant of these things, and anyone who thinks that is “politics” needs to join the rest of us in the 21st century.

But the insistence that parents opposed to what is being called critical race theory are rising against a mere fantasy and simply enjoying a coded way of fostering denial about race is facile

In the Black Lives Matter protests of 2020, Teixeira told friends that he saw a storm gathering. “He was afraid they would target White people,” his friend said. “He had told me quite a few times he thought they need to be prepared for a revolution.” The friend said Teixeira spoke approvingly of Kyle Rittenhouse, a teenager who shot three people, two fatally, during protests that summer in Kenosha, Wis., claiming that he had acted in self-defense

Teixeira wanted his online companions, many of them teenage boys, to “be prepared for things the government might do, reinforcing to them that the government was lying to them,”

Teixeira asserted that “lots of FBI agents were found to have sympathized with the Jan 6 rioters,” and he said naive members of the intelligence community, of which he was technically a part, had been “cucked.” He referred to mainstream press as “zogshit,” appropriating a popular white-supremacist slur for the “Zionist Occupied Government.” Friends said that during live video chats, Teixeira expounded on baseless accusations of shadowy, sinister control by Jewish and liberal elites, as well as corrupt law enforcement authorities.

Already united by their love of guns and their Orthodox Christian faith, two members of Thug Shaker Central said their nascent political beliefs became hardened and more polarized during the isolation of the pandemic. Unable to see their local friends in person, the young members spent their entire days in front of screens and came under the influence of outsize online figures like Teixeira. Some on the server saw him as an older brother — others, friends said, like a father figure.

In interviews, some of the members struggled to explain worldviews that had developed largely online, and expressed remorse. Several admitted they had become radicalized during the pandemic and were influenced by Teixeira, whose own politics seemed animated by social grievances and an obsession with guns.

The members may have sensed they were treading into dangerous political waters, even before leaked classified documents started circulating. During video chats, some hid their faces behind masks, fearful of being publicly identified with a group of self-professed bigots, Teixeira’s close friend said.

The interest in video games and conservative politics was accompanied by an acute obsession with violence, the friend said. “He would send me a video of someone getting killed, ISIS executions, mass shootings, war videos. People would screen-share it, and he would laugh very loudly and be very happy to watch these things with everyone else. He absolutely enjoyed gore.”

After he enlisted in the U.S. Air National Guard in September 2019, Teixeira also feared that his own racist and violent statements would jeopardize his chances of getting a security clearance. “He was worried something from Discord would come up during his interview,” said the friend, who met him when the application was still pending. Teixeira changed his online handle to an innocuous version of his surname and became “less active” in the community for a time, the friend added, in an effort not to create more incriminating evidence.

But Teixeira already had an offline record that arguably should have raised concerns for the officials who approved his security clearance. In March 2018, Teixeira was suspended from his high school “when a classmate overheard him make remarks about weapons, including Molotov cocktails, guns at the school, and racial threats,” according to a Justice Department filing last month that argued Teixeira should remain in jail while he faces charges under the Espionage Act stemming from his alleged leaks.

Teixeira’s close friend, who knew him after he had graduated high school, said he had confessed to wanting to take a gun to school and carry out a shooting.

“He had told me multiple times about when he was younger, his desire to shoot up his school,” the friend said. “He hated his school.”

“To my knowledge, he never hurt anyone physically, but he absolutely talked about it pretty often,” the friend added. Other friends confirmed Teixeira talked about attacking his school, but they said they didn’t take his threats seriously.

The YouTuber added that Discord deleted the civil-discussion channel on April 24 after “multiple members” received notices from the company.

Teixeira’s gaming and political cultures overlapped, the friend observed. “Once you start getting into the more niche video games, a lot of those communities are much more conservative. I think he found a small place where his views got echoed back to him and made them worse.”

The Post obtained previously unpublished screenshots from the server and recordings of members playing games together. Racist and antisemitic language flowed through the community, as did hostility for gay and transgender people, whom Teixeira deemed “degenerate.” The line between sarcasm and genuine belief became increasingly blurred. On video calls, users held up a finger, jokingly imitating members of ISIS. In their rooms were flags associated with Christian nationalism and white power.

Friends may not have taken seriously Teixeira’s threats against his high school. But he voiced approval of some shooters, particularly when they targeted people of different races and faiths. Teixeira was especially impressed by a gunman’s rampage at two mosques in Christchurch, New Zealand, in 2019, which left 51 people dead and 4o injured. “He was very happy that those people died,” the friend said, because they were Muslim. The shooter live-streamed his massacre as though he were in a video game.

“He was very against gun control. And so he would talk about wanting to kill ATF agents or when ATF agents would show up to his house, like theoretically preparing your house so that they would die in some strange trap.”

In arguing that Teixeira should remain in jail while he faces charges, federal prosecutors pointed to his threats of violence in high school. But among online communities whose members hold “more extremist conservative views,” the friend said, “it’s really common to joke about killing government agents like that, so it never seemed worrying to me.”