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  • Trump Foolishly Fired BLS Commissioner Because He Didn’t Like the Data

    Trump Foolishly Fired BLS Commissioner Because He Didn’t Like the Data


    Last week, the Bureau of Labor Statistics reported the number of new jobs created in the past month–73,000. The BLS lowered its estimates of new jobs created in the previous two months by 258,000.

    The sections of the BLS report that outraged Trump said:

    Total nonfarm payroll employment changed little in July (+73,000) and has shown little change 
    since April, the U.S. Bureau of Labor Statistics (BLS) reported today. The unemployment rate,
    at 4.2 percent, also changed little in July. Employment continued to trend up in health care
    and in social assistance. Federal government continued to lose jobs...

    Revisions for May and June were larger than normal. The change in total nonfarm payroll employment
    for May was revised down by 125,000, from +144,000 to +19,000, and the change for June was revised
    down by 133,000, from +147,000 to +14,000. With these revisions, employment in May and June
    combined is 258,000 lower than previously reported. (Monthly revisions result from additional
    reports received from businesses and government agencies since the last published estimates and
    from the recalculation of seasonal factors.)

    Trump was furious. The revisions meant that the labor force grew not by 291,000 new jobs, but by only 33,000 jobs. He insisted that the numbers were “rigged,” and he announced that they had been rigged for political reasons, to make him look bad. He fired the Commissioner of the Bureau of Labor Statistics, Erika McEntarfer, accusing her of chicanery. She had worked for the BLS for 20 years.

    The message that was sent to all agencies was that Trump wants only good news. Numerous commentators wondered if any government data could be trusted during Trump’s tenure.

    Gene Sperling posted this tweet. Sperling was a senior economic advisor to both President Clinton and President Obama.

    @GenebSperling:

    For anyone who spends even a split second taking even 1% of the Administration’s explanation for firing the BLS commissioner seriously, read the words of Bill Beach, the former Trump-appointed BLS commissioner:

    “These numbers are constructed by hundreds of people. They’re finalized by about 40 people. These 40 people are very professional people who have served under Republicans and Democrats.

    And the commissioner does not see these numbers until the Wednesday prior to the release on Friday. By that time, the numbers are completely set into the IT system. They have been programmed. They are simply reported to the commissioner, so the commissioner can on Thursday brief the president’s economic team.

    The commissioner doesn’t have any hand or any influence or any way of even knowing the data until they’re completely done. That’s true of the unemployment rate. That’s true of the jobs numbers.”

    I was going to post this but then I saw this brilliant article in The New York Times by Peter Baker, the Times‘ chief White House correspondent. He put Trump’s latest effort to control the jobs data into a broad perspective. Trump wants to control the news, the arts and culture, and history. He is a deeply insecure man. He wants the world to believe that he’s the most amazing person who ever lived and superior to all past presidents. Deep down he knows he’s in over his head. He has surrounded himself with sycophants and blocks out any news that disrupts his fantasy of greatness.

    In an article titled “Trump’s Efforts to Control Information Echo an Authoritarian Playbook, Baker writes:

    An old rule in Washington holds that you are entitled to your own opinions but you are not entitled to your own facts. President Trump seems determined to prove that wrong.

    Don’t like an intelligence report that contradicts your view? Go after the analysts. Don’t like cost estimates for your tax plan? Invent your own. Don’t like a predecessor’s climate policies? Scrub government websites of underlying data. Don’t like a museum exhibit that cites your impeachments? Delete any mention of them.

    Mr. Trump’s war on facts reached new heights on Friday when he angrily fired the Labor Department official in charge of compiling statistics on employment in America because he did not like the latest jobs report showing that the economy isn’t doing as well as he claims it is. Mr. Trump declared that her numbers were “phony.” His proof? It was “my opinion.” And the story he told supposedly proving she was politically biased? It had no basis in fact itself.

    The message, however, was unmistakable: Government officials who deal in data now fear they have to toe the line or risk losing their jobs. Career scientists, longtime intelligence analysts and nonpartisan statisticians who serve every president regardless of political party with neutral information on countless matters, such as weather patterns and vaccine efficacy, now face pressure as never before to conform to the alternative reality enforced by the president and his team.

    Mr. Trump has never been especially wedded to facts, routinely making up his own numbersrepeating falsehoods and conspiracy theories even after they are debunked and denigrating the very concept of independent fact-checking. But his efforts since reclaiming the White House to make the rest of government adopt his versions of the truth have gone further than in his first term and increasingly remind scholars of the way authoritarian leaders in other countries have sought to control information.

    “Democracy can’t realistically exist without reliable epistemic infrastructure,” said Michael Patrick Lynch, author of the recently published “On Truth in Politics” and a professor at the University of Connecticut.

    “Anti-democratic, authoritarian leaders know this,” he said. “That is why they will seize every opportunity to control sources of information. As Bacon taught us, knowledge is power. But preventing or controlling access to knowledge is also power.”

    The British philosopher Francis Bacon published his meditations on truth and nature more than four centuries before Mr. Trump arrived in Washington, but history is filled with examples of leaders seeking to stifle unwelcome information. The Soviets falsified data to make their economy look stronger than it was. The Chinese have long been suspected of doing the same. Just three years ago, Turkey’s autocratic leader fired his government’s statistics chief after a report documented rocketing inflation.

    Mr. Trump’s advisers defended his decision to fire the Labor Department official, saying he was only seeking accuracy, and they released a list of recent job estimates that were later revised. While revisions of job creation estimates are normal, they argued without evidence that recent ones indicated a problem.

    The bureau’s “data has been historically inaccurate and led by a totally incompetent individual,” Taylor Rogers, a White House spokesman, said on Saturday. “President Trump believes businesses, households and policymakers deserve accurate data when making major policy decisions, and he will restore America’s trust in this key data.”

    Mr. Trump has spent a lifetime trying to impose his facts on others, whether it be claiming that Trump Tower has 10 more floors than it actually has or insisting that he was richer than he actually was. He went so far as to sue the journalist Timothy L. O’Brien for $5 billion for reporting that Mr. Trump’s net worth was less than he maintained it was. The future president testified in that case that he determined his net worth based in part on “my own feelings.” (The suit was dismissed.)

    His fast-and-loose approach to numbers and facts finally caught up with him last year when he was found liable for fraud in a civil case in which a judge found that he used his annual financial statements to defraud lenders and ordered him to pay what has now exceeded $500 million with interest. Mr. Trump has appealed the ruling.

    During his first term as president, Mr. Trump chastised the National Park Service for not backing up his off-the-top-of-his-head estimate of the crowd size at his inauguration. He used a Sharpie pen to alter a map to argue that he was right to predict that a hurricane might hit Alabama, and federal weather forecasters were rebuked for saying it would not.

    Most explosively, he pressured Justice Department officials to falsely declare that the 2020 election was corrupt and therefore stolen from him even after they told him there was no evidence of widespread voter fraud.

    This second term, however, has seen Mr. Trump go further to force his facts on the government and get rid of those standing in the way. After just six months of his return to office, the Union of Concerned Scientists, a nonprofit advocacy group, counted 402 of what it called “attacks on federal science,” nearly double its count from the entire first term.

    Gretchen T. Goldman, president of the union and a former science adviser to President Joseph R. Biden Jr., said federal agencies like the Bureau of Labor Statistics, whose director was fired by Mr. Trump on Friday, are meant to operate more independently to avoid the politicization of data collection and reporting.

    “Firing the top statistical official sends a clear signal to others across the government that you are expected to compromise scientific integrity to appease the president,” she said. “This puts us in dangerous territory far from an accountable and reality-based government.”

    Mr. Trump’s team has aggressively sought to steer information emerging from the federal government since January if it contradicted the president. The top aide to Tulsi Gabbard, Mr. Trump’s director of national intelligence, ordered intelligence analysts to rewrite an assessment on the Venezuelan government’s relationship with the gang Tren de Aragua that undermined the president’s claims. Ms. Gabbard later fired two intelligence officialsbecause she said they opposed Mr. Trump.

    Mr. Trump and his allies assailed the nonpartisan Congressional Budget Office for projecting that his tax and spending legislation would add trillions of dollars to the national debt and offered his own numbers instead.

    “I predict we will do 3, 4, or even 5 times the amount they purposefully ‘allotted’ to us,” he said, referring to growth expected to be stimulated by tax cuts, which he insisted would “cost us no money.” Mr. Trump called the budget office “Democrat inspired and ‘controlled,’” even though it is nonpartisan and Republicans have majorities in both chambers of Congress.

    In recent days, Mr. Trump has sought to rewrite the history of the 2016 election when, according to multiple intelligence reports and investigations, including by Republicans, Russia intervened in the campaign with the goal of helping him beat Hillary Clinton. Ms. Gabbard released documents that she claimed showed that in fact President Barack Obama orchestrated a “yearslong coup and treasonous conspiracy” against Mr. Trump, even though the documents she released did not prove that.

    Federal officials have gotten the hint. Throughout the government, officials have sought to remove references to topics like “diversity” that might offend Mr. Trump or his team and to revise presentation of history that might in his view cast the country in a negative light. After Mr. Trump ordered the National Park Service to remove or cover up exhibits at its 433 sites across the country that “inappropriately disparage Americans,” employees have flagged displays on slavery, climate change and Native Americans for possible deletion.

    Just last week, the Smithsonian Institution confirmed that it had removed Mr. Trump from an exhibit on impeachment at the National Museum of American History, despite the fact that he is the only president to have been impeached twice. The exhibit was changed to say that “only three presidents have seriously faced removal,” referring to Andrew Johnson, Richard M. Nixon and Bill Clinton — with no mention of Mr. Trump.

    The Smithsonian, which has been under pressure from Mr. Trump to eliminate “anti-American ideology,” as he put it in an executive order, said in a statement that it had made the change after reviewing the “Limits of Presidential Power” section of the exhibit, which also includes sections on Congress, the Supreme Court and public opinion.

    Because the other sections had not been updated since 2008, the Smithsonian said it decided to revert the impeachment section back to its 2008 version, even though it now presents a false account of history. After The Washington Post and other outlets reported about the change, the Smithsonian on Saturday said the exhibit would be “updated in the coming weeks to reflect all impeachment proceedings in our nation’s history.”

    The president’s decision to fire Erika McEntarfer, the commissioner of the Bureau of Labor Statistics, came just hours after her office issued its monthly report showing that job growth in July was just half as much as last year’s average. The bureau also revised downward the estimated job creation of the two previous months.

    Mr. Trump erupted at the news and ordered her dismissed, claiming on social media that the numbers were “RIGGED in order to make the Republicans, and ME, look bad.” He offered no proof but just said it was “my opinion.”

    Both Democrats and Republicans criticized the move, including Mr. Trump’s labor statistics chief in his first term, William W. Beach, who wrote on social media that it was “totally groundless” and “sets a dangerous precedent.”

    Speaking with reporters before heading to his New Jersey golf club for the weekend, Mr. Trump asserted bias on the part of Dr. McEntarfer, who was appointed by Mr. Biden and confirmed by a large bipartisan vote in the Senate, including Vice President JD Vance, then a senator. The example Mr. Trump offered as evidence was flatly untrue.

    “Days before the election, she came out with these beautiful numbers for Kamala,” Mr. Trump said, referring to his opponent, Vice President Kamala Harris. “Then right after the election — I think on the 15th, Nov. 15 — she had an eight or nine hundred thousand-dollar massive reduction.” What he meant was that the bureau revised downward its estimate of how many jobs had been created by 800,000 or 900,000 only after the election so as not to hurt Ms. Harris’s chances of victory.

    Except that it actually happened the exact opposite way. Dr. McEntarfer’s bureau revised the number of jobs created downward by 818,000 in August 2024 — before the election, not after it. And the monthly report her bureau released just days before the election was not helpful to Ms. Harris but instead showed that job creation had stalled. The White House offered no comment when asked about the president’s false account.

    “It’s a post-factual world that Trump is looking for, and he’s got these sycophants working for him that don’t challenge him on facts,” said Barbara Comstock, a former Republican congresswoman from Virginia.

    But firing the messenger, she said, will not make the economy any better. “The reality is the economy is worse, and he can’t keep saying it’s better,” she said. “Joe Biden learned that; people still experience the experience they have, no matter how much” you tell them otherwise.



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  • Let’s shatter stereotypes about what an AP class — and students — look like

    Let’s shatter stereotypes about what an AP class — and students — look like


    Credit: Viviana Mendoza

    If you were to show up at Natomas High School in the middle of the school day, you would likely stumble upon my students walking around the campus in lab coats and examining their environment, looking for answers to questions that they themselves have posed.

    That’s because, as an Advanced Placement (AP) seminar and research teacher, I teach my students to think outside the box to fan the flames of their intellectual curiosity. And to this day, I never cease to be amazed by the theories they pose and the conclusions they draw.

    There’s nothing more gratifying for me than challenging students who for too long have been shackled by low expectations to take my AP classes. Many of them are surprised to learn that these are often the most creative classes they’ve ever participated in. I then get to watch them thrive as they develop and practice life skills in research, collaboration and communication. In fact, a few of my students have gone on to be research assistants in college, using the skills we developed in my class as their foundation. And the critical thinking abilities that they develop through these classes expand far beyond the classroom walls — they promote intellectual curiosity no matter what career or life path students end up choosing.

    I also think it’s time to shatter stereotypes about what an AP student should look like. Other people might look at the socioeconomic metrics of our school and see only despair, but I see unlimited potential. At Natomas High School, our total minority enrollment is 91%, with 72% of students coming from “economically disadvantaged” backgrounds. My AP classes also reflect the school’s diversity.

    As a teacher, it’s my job to challenge and guide all of my students. In my experience, real learning is about meeting students exactly where they are and elevating their interests through a problem-solving approach. The fact is, students ask interesting questions in my classes. And when we explore them together, we take learning to the next level.

    For example, one student wanted to know how sleep correlated with success in taking advanced classes. From that, we applied research methods including surveying peers through in-class polling activities and data analysis. Other students have asked questions focused on mental health and isolation after experiencing the pandemic. For that, students shared their personal experiences and analyzed them with both qualitative and quantitative data. These projects were meaningful not only in their content, but in the processes we used to explore them. Most importantly, this approach keeps my students engaged and actively learning.

    When given the flexibility and resources we need, teachers have the power to make young people feel better about themselves, and eventually to help them become more confident as they consider what kind of humans they really want to be. My students know in their hearts that I believe in them to my core, and though many of them come from challenging circumstances, I strive to show them how to use their “lived experience” as motivation to build a better life for themselves.

    This isn’t an empty mantra for me, and my students wouldn’t buy it for a second if it were. They know it’s authentic because I lived it too. I grew up with a single mom and a dad who was in and out of jail, with addictions he just couldn’t kick. But even though my mom didn’t have a college education or anyone to support her, she gave me everything she could — and more importantly, she believed in me.

    I want to give that same gift to my students: a fundamental belief in themselves and the tools to become exactly who they want to be. But teachers like me need more than just basic resources to reach all of our students — we need the freedom to teach a curriculum that we know will resonate with them — because that’s when the magic of learning really happens.

    I hope more students are presented with this opportunity to succeed and think about the world through a different lens. Once they put on that lab coat in my classroom to search for their own truth, they will find one that is uniquely and powerfully their own.

    •••

    Leonard Finch teaches AP Research and AP Language and Composition at Natomas High School in Sacramento. 

    The opinions expressed in this commentary represent those of the author. EdSource welcomes commentaries representing diverse points of view. If you would like to submit a commentary, please review our guidelines and contact us.





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  • How mariachi programs keep students like me culturally connected in college

    How mariachi programs keep students like me culturally connected in college


    Students pass beneath Sather Gate and onto Sproul Plaza at UC Berkeley.

    Credit: Steve McConnell / UC Berkeley

    As a student of Mexican, Guatemalan and Salvadoran heritage at UC Berkeley, adjusting to life at a prestigious institution has been hard. Too often, my peers assume stereotypes about me and my parents — that I must have grown up poor, that my parents don’t have an education or speak English, that I must be loud and aggressive like the Latinos they see on TV. Sometimes, while walking on campus, I overhear conversations about the need to deport so-called “illegals.” Whenever professors mispronounce my name, it sounds like nails on a chalkboard to me.

    Three years ago, I joined Mariachi Luz de Oro. For myself and student mariachis everywhere, our performance is a rejection of this kind of mistreatment and simultaneously a celebration of our heritage. 

    Today, student mariachis across the state persevere and celebrate Mexican culture at a time when it is being targeted by the Trump administration. The need for cultural preservation among young Latinos is more timely than ever. 

    Growing up, I was always on stage. But nothing ever stuck. From ballet at the age of 5 to piano at 9 to theater at 13 and even a cover band at 17, I eventually lost interest in every performing art I was involved in. 

    But as a college freshman in 2022, I finally found one that stuck — mariachi.

    Daniela Castillo performs for Mariachi Luz de Oro at UC Berkeley.
    Camila Villanueva

    In California, Latino students are more likely to have cultural ties to mariachi music. According to the Public Policy Institute of California, Latinos make up 40% of California’s population and 51.4% of Californians aged 24 years and younger. Mariachi programs help students achieve high levels of musicianship while also helping them stay connected to their culture, unlike music programs derived from European tradition, such as classical music or marching band.

    This is why I have continued mariachi. No other art form has mattered to me in a way that also speaks to my roots, from preserving the language to being able to sing songs at family events like funerals and weddings. 

    When I first found Mariachi Luz de Oro, I’d just moved 400 miles away from Gardena in Southern California, the only home I’d ever known. I remember calling my family and then crying once we hung up because I longed to be home so badly. 

    Mariachi helped cure that. It gave me a community, a learning space and a newfound sense of closeness with my family. I’ll never forget how excited my grandma was to give me a crochet vihuela pin she made for me to wear on my traje de charro, the mariachi uniform. Homemade videos of me performing and singing in Spanish help my parents miss me a little less. 

    When I first saw Mariachi Luz de Oro perform, I was volunteering at a local Latino community event. The violins swelled, and the trumpets blared as the singer’s Spanish lyrics resonated in my ears. I knew then and there that this was something I wanted to be a part of. 

    To my surprise, the group offered to lend me a spare vihuela, an instrument similar to a guitar, but smaller. I hadn’t heard of a vihuela before, nor did I know how to play it or any other mariachi instrument. Even though I had no experience, I felt that this was something I needed to do. That day, amidst the chaos of adjusting to my first semester of college, I decided to pick up a brand-new instrument.

    Today, I play and sing at nearly every performance we have. I am a member of the student board and helped organize this year’s third annual UC Berkeley Mariachi Conference. 

    The conference is a weekend-long event that started in 2023. More than 100 student mariachis from various middle schools, high schools and colleges across California are invited to campus. They get to perform in a showcase, build community, and participate in two days of classes taught by world-class mariachi instructors.

    Through the UC Berkeley conference, I have met many inspirational student mariachis, including Karen Orozco, a senior at Garfield High School in East Los Angeles, who said that her participation in mariachi in high school prepared her for success. Orozco balances being a guitarist for the school’s mariachi group, Mariachi Los Alanos, and its all-girl group, Mariachi Las Mariposas. Orozco said that most mariachi members at her school plan to attend college and continue playing mariachi music.

    “It’s helped us see how much we can achieve,” Orozco said. “It gives us motivation in both academics and performing.”

    Orozco and I can both attest to the importance of mariachi programs. Although mariachi has taken a lot of hard work and time, I don’t have any regrets. It has helped me along my academic journey, while keeping me connected to my family and heritage at a time when keeping mariachi music alive is more important than ever.

    •••

    Daniela Castillo is student at UC Berkeley majoring in media studies with a concentration in global and cultural studies, as well as a double minor in journalism and ethnic studies, and a member of EdSource’s California Student Journalism Corps.

    The opinions expressed in this commentary represent those of the author. EdSource welcomes commentaries representing diverse points of view. If you would like to submit a commentary, please review our guidelines and contact us.





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  • ‘No place like this.’ L.A. home helps young adults live beyond survival mode

    ‘No place like this.’ L.A. home helps young adults live beyond survival mode


    The Dunamis House in Boyle Heights is owned and operated by Los Angeles Room & Board.

    Credit: Los Angeles County Homeless Initiative

    A home in the middle of Los Angeles has become an oasis for young adults brought together by one particular experience: homelessness.

    The Dunamis House, located on Evergreen Avenue and two blocks away from Cesar Chavez Boulevard, offers a multitude of free services: a furnished room, freshly prepared meals, haircuts, workshops on topics like financial literacy, workout classes and more. Residents can also earn an income by working at the on-site café.

    “There is no place like this. This is one of one,” said Sherbert Diaz, a Dunamis resident who moved into the home in December. “It gave me the opportunity to understand who I am and to leave the survival mode.”

    Providing young adults with respite from the instability of homelessness is central to the mission of Los Angeles Room & Board, known as LAR&B, the nonprofit that owns and operates Dunamis House and three other homes in East Hollywood, West Adams and Westwood that serve the same purpose.

    The organization was founded in 2020 by Sam Prater, who credits his 14 years of working in university student housing, plus his own experience of homelessness as a young adult, as the inspiration behind LAR&B.

    “Offering someone a safe place to sleep is only one part of our mission,” Prater said. “The real work is trying to transform lives, and through the services that we provide and our incredible team, that’s where the real work happens.”

    Homelessness has skyrocketed in Los Angeles in recent years. More than 6,000 children ages 0 to 17 and almost 4,000 young adults ages 18 to 24 were counted in last year’s annual survey, aimed at understanding how many people are experiencing homelessness, according to the county’s Homeless Services Authority. Such counts are typically considered estimates; advocates agree that homelessness is undercounted.

    Homelessness is also most often part of a larger cycle of systemic challenges, such as high housing costs, financial instability, mental health illness and more. Exiting that cycle is far from clear-cut, and while a network of resources may often be available to someone experiencing homelessness, it can be difficult to figure out which they may qualify for and how to neatly combine them all together.

    This is where LAR&B comes in. It does not expect the youth to figure out what resources they might need. Dunamis offers each resident all the resources they can. With this approach, residents have a more traditional homelike environment where, rather than trying to figure out where they will sleep every night, they can focus on attending school or earning an income.

    ‘You’re allowed to be who you want to be here’

    Diaz had just turned 21 late last year, had no safe place to sleep, and was ineligible for a housing voucher for foster youth. Not knowing where to turn, he reached out to the Los Angeles LGBT Center, which in turn referred him to Dunamis.

    As it turns out, the center is one of the places that refer young adults to LAR&B. This is because one of LAR&B’s main referral pipelines is through the county, Prater said. The LGBT Center is the lead agency for L.A. County’s coordinated entry system for youth, a network that connects people to housing.

    LAR&B also receives referrals directly from colleges, including Santa Monica College and the Los Angeles Community College District, plus other partner agencies that work with foster youth, which have the organization on a list for students experiencing homelessness.

    For Diaz, Dunamis was his “last hope,” he said. For years, he had been in the foster system, a system he said “never offered me peace of mind,” as Dunamis has. In the past, he was placed where he couldn’t be himself, he said, and was eventually kicked out of his last foster home for wearing makeup.

    “My sexuality was always a problem,” Diaz said of the places he lived previously. “It’s a relief being (at Dunamis) because you don’t have the restrictions of anyone judging you. … You’re allowed to be who you want to be here.”

    Many residents, like Josefina Sebastian, receive academic counseling while at Dunamis. She enrolled at Los Angeles City College when she arrived last April and has since transferred to California State University, Los Angeles, where she is majoring in social work.

    With an active immigration case, Sebastian had found it difficult to access resources for people in her situation and was surprised to be accepted into Dunamis.

    “Being here has helped me to focus more on school,” said Sebastian, 23, who also works at the Dunamis café.

    Mimi Konadu, another resident, also enrolled in college after she moved into Dunamis last year, around the same time as Sebastian.

    “I like that they want everybody to go to school,” she said, referring to LAR&B. She’d tried attending classes in the past, while living in the city of Palmdale in Los Angeles County, but couldn’t focus. Konadu, who is now 21, was also experiencing depression and anxiety, and being enrolled in online courses did not work for her.

    “I just didn’t feel like doing anything at that time, until I got here,” said Konadu, who is attending East Los Angeles Community College. “I’m more productive every day.” The Dunamis staff’s presence and support made a significant difference, she added.

    Some residents, like Dream Harris, have experienced homelessness their entire lives. He lived in Covenant House, a youth shelter in Los Angeles, right before moving to Dunamis.

    While there, a friend mentioned LAR&B, but Harris said he wasn’t convinced. “It was too good to be true ‘cause I saw the pictures. I was like, ‘no, they’re going to ask for, like, money or something,” said Harris, his fellow Dunamis residents chiming in, agreeing that they too were taken aback by the beauty of the home.

    “This place gives me an opportunity to really sit down and think about my decisions and what I want to do in life,” Harris said, echoing Diaz’s sentiment about finally living in a home that provided a sense of stability, so he could set aside the mindset of focusing solely on survival.

    Dunamis is the first place where Harris, at 25 years old, has experienced this level of safety and stability. “I was raised in the worst of the worst. I lived on the streets at one point. I was on drugs at one point,” he said. “Now I have a nice bed to sleep in every night. I have a job now. I have opportunities, so many opportunities.”

    That relief — of receiving new opportunities after extreme hardship and instability — is one that is shared by Prater, LAR&B’s founder, and it’s why Dunamis is designed and operated as it is.

    As a young adult in Detroit, Prater had couch-surfed and was evicted twice. The 12th of 14 children, he was entering his teenage years when his mother died, catapulting the family into instability. His dad, he said, tried his best to offer his children as normal a childhood as possible, given their economic status, but it was tough with so many siblings.

    Then, a local couple, whose church ministry was called Dunamis Outreach Ministries, learned of his family’s plight and took in three of his siblings. Prater wasn’t one of those, but he was at the Dunamis home often, and it was there that he learned there was “something more, something bigger” than the few options he had seen in front of him at that point.

    That’s because in the Dunamis home, “everything is pretty, and it’s beautiful,” he said. “I felt like a weight lifted off me, and I’ll never forget that feeling of what that meant for me, what I aspired to, and then seeing them do it.”

    Being exposed to such a beautiful home and generous family during those formative years provided Prater with a vision of a different life — one that he went on to pursue. He enrolled in community college at 23 and stayed in higher education, ultimately enrolling in a doctorate degree program.

    “There wasn’t a way for me to repay them for the sacrifice they made for our family,” Prater said about why he named the Dunamis house after the couple that helped shape his purpose in life. “They just showed us a life in a world that we didn’t have access to in that way.”

    That access to a beautiful, safe, supportive home seems to be the Dunamis way — both in Detroit where Prater lived and now in Los Angeles.

    A 5-star version of student housing

    In many ways, the Dunamis home’s operation is reminiscent of a college dorm.

    The beds, for example, were purchased from a vendor that manufactures the extra-long twin beds typically found in dorm rooms. There is a communal kitchen that includes a fridge where, just as in a dorm, a meal might be eaten by someone other than the person it belongs to.

    There are also meal times, as in a dorm’s dining hall. At Dunamis, lunch is served between noon and 2 p.m., dinner between 6 p.m. and 8 p.m., and residents who plan to be around can submit requests to be fed on the weekends. On a recent Tuesday in April, the meal option was a freshly cooked spread of chicken, beef, rice, beans and vegetables, so each person could build their own bowl.

    Dunamis House is large enough to include a backyard with a couple of grills and a garden that provides the produce for the meals cooked on-site, two kitchens — one that residents can use as needed, and the other where staff cooks the free meals — a lobby, and a courtyard in the middle of the building where residents gather to study or hang out.

    The courtyard prior to LAR&B’s purchase of the home.
    Photo Credit: Zillow
    A design mock-up of the courtyard.
    Credit: Los Angeles Room & Board
    What the Dunamis courtyard looks like today.
    Credit: Betty Márquez Rosales / EdSource

    Surrounding the patio are a hair salon, a podcast room, a café and at least four staff offices. The home also includes 64 beds, several study room, a sun room, a living room with a large TV for movie nights.

    Lining the hallways of the multistory building are posters advertising upcoming events, like a garden club that is hosted once a month on Saturdays and a support group for male-identifying residents set to begin in April. Other hallways have bulletin boards with informational posters — one showing that April is Autism Awareness Month; others offer affirmations: “I am proud of my progress. I love my place in life.”

    Other aspects of the home are dictated by the unique needs of the residents. A team of social workers, for example, is on site to meet weekly with each resident, to discuss everything from their mental health, to career coaching, to basic resources needed for their families. A barber and hairstylist visit the home every other Monday, Tuesday and Wednesday to offer free haircuts.

    The home does not permit social drinking, which is typically associated with college students, but it addresses incidents of substance abuse by residents. At least five residents have been referred to outpatient care for such treatment, but their place at Dunamis remains available and ready for them as soon they once again “get grounded and get well,” Prater said.

    Residents can live at Dunamis for up to 36 months, after which they have the option of moving to one of LAR&B’s other homes. At that point, they begin to pay a subsidized rent of $800 monthly. The idea, said Prater, is to slowly guide the young adults so they remain housed and stable long after leaving LAR&B.

    In its design, Dunamis stands in sharp contrast to many of the places where residents lived previously, such as a group home or juvenile hall, where design is rarely a top priority.

    “We’re trying to be the antithesis of that,” said Prater.

    The home features walls painted in warm hues, ambient lighting, modern furniture and cushioned cozy seating nooks.

    “Colors and fabrics and light and airflow — all those things impact people’s experience in housing,” said Prater. “I wanted to kind of create a space that felt aspirational, inspirational, that felt like, ‘Oh wow, I’m proud to come home here.’”

    The lobby prior to LAR & B’s purchase of the home.
    Credit: Zillow
    A design mock-up of the lobby.
    Credit: Los Angeles Room & Board
    What the lobby looks like today.
    Credit: Betty Márquez Rosales / EdSource

    His vision for Dunamis was shaped in part by his years working in university student housing, a career he left in February 2020 to grow LAR&B.

    While working there, he’d hear stories from students who were trying to stay in school while struggling to meet their basic needs. He was limited in what he could offer those students — mostly short-term solutions, like a 14-day free stay in a dorm room and a $500 grant.

    “If you got somebody who doesn’t have a place to live, you know how wildly disruptive it is to their life to say, ‘Alright, we can look out for you but only for 14 days’?” Prater said. “I formed L.A. Room & Board really in response to me working in that space and feeling powerless to help.”

    The new Dunamis house is tucked between residential homes, an auto repair shop that hands out free meals on holidays, and a corner neighborhood market that features a mural by a locally renowned artist.

    The building was originally built in 1914 but was vacant for years before LAR&B purchased it in 2022 for $11.6 million. That funding came from the California’s Homekey Program, which develops housing for the state’s homeless population. The Homekey grant requires that the county cover 45% of LAR&B’s operating costs for several years. The remaining $3 million to $3.5 million needed to cover ongoing operating costs each year is raised by Prater via private donations.

    The land the building sits on measures over an acre, leaving sufficient space for large front and back yards. It’s in Boyle Heights, a neighborhood known for its deep history of social and political activism, most recently in its ongoing push against gentrification, and surrounded by downtown Los Angeles, Dodger Stadium and East Los Angeles.

    And quite importantly for the LAR&B mission, the home is situated near multiple universities and colleges: University of Southern California, Cal State Los Angeles, and East Los Angeles Community College, to name a few.

    But beyond the beauty of the space and its location, several residents said what most stood out to them is that they felt welcomed from day one.

    “I think that’s what the difference is,” said Diaz with Konadu finishing his sentence, as Harris nodded in agreement: “It feels like a home.”

    This story has been updated to correct Palmdale’s location. It is in Los Angeles County, not San Bernardino County.





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  • Treat chronic absenteeism in California like a public health emergency

    Treat chronic absenteeism in California like a public health emergency


    Credit: Alison Yin/EdSource

    A silent crisis is unfolding in our schools and impacting millions of California students: chronic absenteeism. The consequences of unchecked absenteeism are severe and far-reaching.

    It starts innocuously with a few missed days, but can quickly spiral, decimating a child’s future prospects. When dropout rates increase and college readiness declines, the ripple effects harm entire communities.

    Traditionally, students and their families are penalized for missing school, but this hasn’t resolved the issue and instead, targets marginalized student groups. As an educator with years of experience in the classroom and administration, I propose a radical shift in our approach — treating chronic absenteeism as a public health emergency. 

    The rise in social isolation, health concerns and economic hardships have dramatically increased the number of students consistently missing school nationwide. In California, we are seeing consistent, distressing high chronic absence rates, particularly among high school studeents and historically marginalized populations.

    We can’t simply discipline our way out of this crisis. Instead, we need a comprehensive strategy that addresses the complex roots of absenteeism, from persistent health issues to limited transportation access, from heightened stress to trauma.

    Imagine if schools treated chronic absenteeism with the same urgency and collaboration used during the Covid-19 pandemic. We mobilized resources to fight a global crisis, and we can apply that same level of commitment to ensuring every child attends school regularly. 

    By framing chronic absenteeism as a public health crisis, we open the door to more effective interventions. One crucial strategy for dealing with public health emergencies is risk communication, which helps convey urgency, provide accurate information, and mobilize stakeholders to take collaborative action. The impact of proactive attendance management has shown to improve attendance rates threefold for chronically absent students.

    Here are strategies schools can implement, drawing from public health approaches:

    1. Convey urgency: Research shows attendance is the most crucial predictor of school success. Schools must create a “relentless drumbeat” about the importance of attendance through daily text messages, visual aids, public recognition and personalized follow-ups with absent students.
    2. Provide accurate information: Transparency is key. Schools should share clear data on absenteeism and its effects. Implementing user-friendly attendance management systems can automate positive intervention letters and free up staff for more personalized outreach. Training teachers to analyze attendance data enables early, tailored interventions.
    3. Mobilize stakeholders: Thirty-seven percent of K-12 families want actionable steps to improve their children’s attendance. Schools must provide specific, consistent messaging about attendance importance to all stakeholders — students, families, educators, board members and policymakers. Offer concrete ways for everyone to contribute to the solution.
    4. Advocate for prevention: Positive messaging encourages attendance; punitive actions deter it. A multilevel approach works best:
    • District level: Superintendents should regularly communicate about the importance of attendance.
    • Building level: Principals should celebrate good attendance and offer incentives.
    • Classroom level: Teachers should reach out personally to families, highlighting successes and addressing issues promptly.
    1. Foster two-Way, equitable communication: A Harvard study found that students with the best outcomes for remote learning during the pandemic were in communities with high levels of trust. Schools must establish open dialogues with families in their preferred languages and communication channels. This approach helps identify root causes of absenteeism and builds the trust essential for consistent attendance.

    The responsibility for addressing chronic absenteeism extends beyond individual schools or districts — it requires a unified national effort. However, we needn’t wait for a grand solution. By prioritizing consistent, positive communication in our classrooms, schools and communities, we can make significant strides in reducing absenteeism.

    Treating chronic absenteeism as a public health emergency isn’t just a metaphor — it’s a call to action. It demands we recognize the severity of the issue and respond with the urgency, coordination and comprehensive strategies that have proven effective in addressing other public health crises.

    By reframing our approach, we can foster healthier educational environments and brighter futures for our students, one attendance record at a time.

    •••

    Kara Stern, Ph.D., is the director of education and engagement at SchoolStatus, a provider of K-12 data-driven communication, attendance and professional development solutions.

    The opinions in this commentary are those of the author. We welcome guest commentaries with diverse points of view. If you would like to submit a commentary, please review our guidelines and contact us.





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  • Jeff Tiedrich: MAGA Doesn’t Like the New Pope!

    Jeff Tiedrich: MAGA Doesn’t Like the New Pope!


    Jeff Tiedrich is a graphic artist who writes a popular blog called “Everyone Is Entitled to My Own Opinion.” He is irreverent, profane, outrageous, and very funny.

    He wrote recently about MAGA’s reaction to the new Pope.

    The College of Cardinals must have been conclaving the shit out of their search for a new pope, ’cause it only took those honchos two days find their boy.

    meet Robert Prevost. he’s an American, born in Chicago. he roots for the White Sox. he’s 69 years old, and he’ll be popin’ up a storm as Leo XIV.

    oh wait, I almost left out the best part: he’s a WOKE MARXIST POPE.

    it only took about five minutes for someone to find the new pope’s not-twitter feed — and MAGA is throwing a shit-fit because it turns out that Robert Prevost/Leo XIV is their worst nightmare: a religious leader who actually follows the teachings of Jesus.

    “According to his X/Twitter feed (@drprevost), the newly selected pope trashed Trump, trashed Vance, trashed border enforcement, endorsed DREAMer-style illegal immigration, repeatedly praised and honored George Floyd, and endorsed a Democrat senator’s call for more gun control.”

    the horror.

    pour one out for the internet oddity who calls himself Catturd. he’s going through some things right now.

    too bad, so sad.

    here’s Donny Convict’s side-piece Laura Loopy, back with another hot take.

    the diaper-fillers are not entirely wrong — the current top-most thing on Robert/Leo’s not-twitter feed is a retweet taking Donny Convict to task for disappearing Venezuelan migrants off the streets and fuckity-byeing them into a Salvadoran slave-labor gulag.

    furniture molester/eyeliner model JD Vance now has the distinction of being called out for shithead behavior by two consecutive popes— which I believe is a world record.

    To finish reading, subscribe.



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  • Teacher Appreciation Week | Teach Like a Champion

    Teacher Appreciation Week | Teach Like a Champion


    The Teach Like a Champion team had a dilemma. Too many team members wanted to write our blog post in honor of Teacher Appreciation Week!

    So we decided to share the mic and asked the whole team to contribute. It’s resulted in one of the longest and most enthusiastic posts of all time and still doesn’t come close to capturing how grateful we are all of you who spend your days in the most important space there is: the classroom. We consider ourselves, collectively, the luckiest to spend our time learning from your brilliance and passion. Thank you!

    Free Joyful party celebration Image | Download at StockCake

    “Teaching is the hardest, yet best, work in the world because it is a gift of service – a gift of the heart. And there are few greater gifts a child can have than the love and care from an educator who knows their work is not simply to teach, but to reach and inspire their same passion and pursuit of greater knowledge in their students. Thank you all for giving your time, energy and hearts to students all over!”
    – Alonte Johnson-James
    Associate Director of Curriculum and School Support

    “…I would gift to all teachers TIME: there are a million different reasons why: teachers need time to get to know all their students as people–to learn about their students’ passions and gifts, to learn about their challenges and needs (both in and out of the classroom), to learn about how best to reach them to help them succeed and grow. Then, teachers need time to implement best practices to serve their students: to study, practice, and reflect on research and techniques to make their classrooms amazing. Finally, teachers need time for themselves to recharge their own batteries, to connect with their own friends and family, so they can re-enter their classrooms as the best version of themselves to continue to shine for their students. ”
    – Beth Verrilli
    Senior Associate Director of Curriculum and School Support

    “If I could wave a magic wand, I would give teachers the gift of time. Time to plan and collaborate with intention, time to reflect and grow professionally, and just as importantly, time to rest, recharge, and be present with the people they love. Too often, the demands of teaching stretch far beyond the school day, leaving little room for balance. I’d want every teacher to feel they could show up for their students without having to sacrifice their own well-being or the needs of their families. Because when teachers are supported both personally and professionally, everyone in the school community benefits.”
    – Brittany Hargrove
    Director of Advocacy and Partnerships

    “Teaching is both the hardest job in the world because you are expected to meet or exceed the needs of 100% of your ‘clients’ every year – something no other profession even attempts. But by meeting the needs of the entire classroom, you form relationships that last a lifetime, and all the great work you do with your students increases exponentially as they continue their learning the following year.”
    – Christian Sparling
    Senior Director of Operations

    “I wish we could celebrate Teacher Appreciation week by opening the doors to Staples for unlimited access to post-its, Flair pens, and stickers–the things you can’t live without; installing bottomless vats of Starbucks in every teachers lounge to fuel the endless and joyful energy you bring to your students; and with choirs following you around, singing your praises for doing the hardest, most important work in the world. Teachers, thank you for showing up every day to guide, inspire, and educate. “
    – Colleen Driggs
    Managing Director of Curriculum and School Support

    “Thank you for seeing, valuing, and loving on our students each and every day. Teaching is hard work – but just like any obstacle or task done well, both the process and the outcome yield greater satisfaction. Our world is stronger, more vibrant, and a lot smarter because of the transformative impact of educators. We are forever indebted to you.”
    – Denarius Frazier
    Senior Advisor, Consulting & Partnerships Team

    “I wish we could celebrate Teacher Appreciation Week by having the time and resources to give our teachers a week of doing what most fills their cup. Each week, teachers fill the cups, the minds, the hearts of so many students both in their classroom and in the hallways. It is the absolute best and most rewarding job – but also the hardest job in the world and requires endless patience, practice, decision-making, and more. While we know that Teacher Appreciate Week isn’t spent outside of schools, I hope it is a moment to fill your own cup and to feel the gratitude that exists from students, from parents, from us, and from society! The work you do is unmatched!”
    – Dillon Fisher
    Senior Associate Director of Partnerships

    “If I could wave a magic wand, I would gift to all teachers unlimited books and supplies (because too many teachers have to dip into their pockets), time (for themselves and for their students), peace of mind and unlimited admiration and respect from because the work that they do is truly the hardest and most important in the whole world.”
    – Erica Woolway
    President and Chief Academic Officer

    “If I could wave a magic wand, I would gift all teachers more time in front of their students because it is the most precious resource we have– to make academic impact, to forge lasting relationships, and to learn what helps them most. It is truly incredible how much teachers accomplish with students in just one 180 day school year, one tiny moment in time, and here’s to all of the teachers who maximize that moment with their students every day. Thank you all for your incredible work!”
    – Jack Vuylsteke
    Senior Director of Partnerships

    “If I could wave a magic wand, I would gift all teachers a society that honors and respects teachers for the incredible contributions they make to our communities and along with it a salary that reflects that impact because there is no profession that influences our future as deeply as teachers. “
    – Jaimie Brillante
    Director of Strategy of Curriculum and School Support

    “You are content experts, attentive listeners, role models, diligent planners, creative problem-solvers, meticulous multi-taskers, guiding lights, and helping hands; you are teachers, and we appreciate you!”
    – Jen Rugani
    Director of Curriculum and School Support

    “Thank you ALL for being the exceptional teachers that you are! Your continued dedication and devotion does not go unnoticed. Your guidance and support will make a difference in your students’ future.”
    – Michelle Wagner
    Associate Project Manager

    “You juggle lesson plans, life advice, and lost pencils like a superhero, only with more coffee and fewer capes. Beneath all that multitasking is a heart that gives endlessly, reminding every student they matter and that every challenge is worth it. Thank you for all you do!”
    – Patrick Pastore
    Associate Director of Curriculum Development and School Support

    “If I could wave a magic wand, I would gift to all teachers more respect and support for all the tireless hours of heroic work you put into making sure your students get the best instruction every single day.”
    – Rob Richard
    Chief Video Officer

    “If I could wave a magic wand, I would gift teachers an inexhaustible well of respect, empathy, and recognition. Teachers make the world go around their daily lives should reflect that truth.”
    – Sarah Engstrom
    Associate Director of Curriculum and School Support

    “If I could wave a magic wand, I would gift to all teachers the time, resources, and respect they deserve—because they shape the future every day, often with too little support and too much asked of them.”
    -Teneicesia White
    Senior Associate Director of Partnerships

    “I wish we could celebrate Teacher Appreciation YEAR! Thank you for inspiring and empowering our youth!”
    – Tracey Koren
    Associate Director of Operations



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  • How are college students using AI tools like ChatGPT?

    How are college students using AI tools like ChatGPT?


    “I find it most helpful for summarizing readings and just making really menial and time-consuming tasks a lot easier,” Miglani said. A premium ChatGPT subscriber, he said he regularly checks his math problems with the chatbot, though it often can’t handle the complex equations and concepts used in some of his classes.

    Miglani said the preliminary models of ChatGPT were “pretty rudimentary,” struggling to produce quality written answers and useful for mainly short-answer assignments and creating outlines for his essays. Now, ChatGPT and other AI tools, including Microsoft Edge and Gemini, are Miglani’s near-constant companions for homework tasks.

    For the first few semesters after ChatGPT’s debut, Miglani said students used it fairly freely without much concern about getting caught, as AI detection software didn’t yet exist. Now that commonly used submission programs like Turnitin allow professors to scan assignments for evidence of AI use, Miglani said he’s been more conscientious about writing essays that won’t be flagged. 

    “I have not gotten caught using AI yet,” he said. “In fact, now, as I take higher level courses, professors understand that people are going to use AI, and so I have started asking them, ‘Do you approve of AI use in and in what capacity?’” 

    Some of Miglani’s professors have allowed AI use for research and basic summarization, but many draw the line at using chatbots to generate citations or write essays.

    By Christina Chkarboul





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  • What high school graduating classes might look like in 2041

    What high school graduating classes might look like in 2041


    Credit: Fermin Leal / EdSource

    More graduates in California and nationwide will walk across the stage to receive their high school diplomas in the spring of 2025 than in more than a decade — and more than in decades to come.   

    The “Knocking at the College Door” report, released Wednesday by the Western Interstate Commission for Higher Education, predicts how many students might graduate across each state in the country, how demographics might shift, and the extent to which the Covid-19 pandemic could have an impact still. 

    The researchers anticipate that the number of students graduating from high schools in the United States will peak next year and then fall gradually until 2041. The number of California graduates is expected to drop across all racial and ethnic demographics — except for multiracial students, who are expected to increase by more than 200%.

    “After years of growth, higher education in the United States now faces a decline in the size of the traditional college-going population as well as shifting demographic patterns within that population,” the organization’s president, Demarée K. Michelau, stated in the foreword of the report.

    “These enrollment factors and the pressures of inflation and constraints on government funds combine to present the most perplexing set of issues to face higher education planners and administrators in a generation,” the foreword continued. 

    Here are the key takeaways from the report. 

    The number of high school graduates is expected to peak in 2025 

    The number of students graduating from public high schools in both the state and the nation is projected to peak in 2025. 

    After that, the number is expected to fall steadily from about 3.5 million nationally to 3.1 million in 2041, largely because of declining birth and fertility rates, but also because students are projected to take longer to finish their K-12 journeys. 

    The report notes that net migration and mortality also play a role. 

    California is one of five high-population states that are expected to make up about three-quarters of the national decline, according to the report.

    “When we hit the peak in 2025 and then start declining with the number of high school graduates, that puts more downward pressure on those postsecondary moments,” said report co-author Patrick Lane, who spoke at a press briefing Monday.

    “So what are the responses?” Lane asked. “How do we address concerns that students have about value?” 

    Distributions across race and ethnicity will likely change

    Nationwide, Hispanic or multiracial students should make up a greater proportion of high school graduates, while the share of students from other racial and ethnic backgrounds will decline, according to the report. 

    But, according to data from the Western Interstate Commission for Higher Education, multiracial students are the only group projected to see an increase in California. 

    Specifically, in California, between 2023 and 2041: 

    • Multiracial students are projected to increase 224%.
    • Hispanic students are projected to decrease 25%.
    • American Indian and Alaska Native students are projected to decrease 58%.
    • Black students are projected to decrease 62%.
    • Asian, Native Hawaiian and Pacific Islander students are projected to decrease 35%.
    • White students are projected to decrease 53%. 

    Not everywhere in the country will see the same trends 

    The report projects that the decline in the Western U.S. will mirror the nationwide trend. And California’s decline — anticipated to be roughly 29% across both public and private schools — is expected to account for roughly three-quarters of the regional decline.

    Meanwhile, the report states that the South will continue to defy broader national trends — first seeing some growth and later a smaller decline. 

    The pandemic might have a smaller impact than anticipated  

    According to the report, the Covid-19 pandemic may lead to a slight drop in the number of high school graduates nationwide — only 1% less than what the organization previously projected for 2037. 

    The 1% change is “within the usual fluctuations,” but the report also states that the Western Interstate Commission for Higher Education has historically underreported the number of future graduates and that they have found evidence “of a substantial number of students no longer enrolled, suggesting a modest impact overall.” 

    The decline, according to the report, is a result of falling enrollments in both public and private schools. And while the decline is smaller than anticipated, Lane said it will have an impact on the economy. 

    “When we look around our region, and more broadly around the country, we see workforce shortages in virtually any important employment sector that you can think of, from health care, teaching, nursing, engineering, to things that may not be as high on people’s radar, like diesel technicians. It’s a huge deal for a lot of the West,” Lane said at a press briefing Monday. 

    “But if these declining high school graduate numbers translate into even more downward pressure on enrollments,” Lane said, “it’ll be hard to meet some of these workforce demands.” 





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  • Why is Trump Going to the Funeral of a Pope He Didn’t Like?

    Why is Trump Going to the Funeral of a Pope He Didn’t Like?


    Kevin Cullen of the Boston Globe asked why Trump and Melania are attending the funeral of Pope Francis, since the two men disagreed about almost everything. He thinks it is Trump’s way of consoling his Catholic base. The Pope and Trump exchanged harsh words. The Pope was a man of faith who called on the faithful to welcome immigrants. Trump hates immigrants. The Pope called for mercy and compassion. All Trump can give is hatred and vitriol.

    Cullen writes:

    There’s a great scene in “The Godfather,” when all the other Mafia bosses attend Don Corleone’s funeral.

    Ostensibly, the Godfather’s rivals are there to show respect, but there’s the unmistakable reality they are not mourning a death so much as relishing an opportunity.

    The image of Donald Trump sitting near the body of Pope Francis conjures the image of Don Barzini nodding to Corleone’s family as he calculates in his head how many of Corleone’s soldiers and contacts he can peel off now that the Godfather is dead.

    Why, on God’s green earth, would Donald Trump deign to attend Pope Francis’ funeral? To show respect? To mingle with other world leaders? To get his mug on television?

    Pope Francis was arguably Trump’s highest-profile critic, especially when it came to the Trump administration’s treatment of migrants.

    In the aftermath of the pope’s death, Trump was uncharacteristically gracious, posting on social media that Pope Francis was “a very good man.”

    Trump called that very good man “disgraceful” in 2016 after the pope dismissed Trump’s proposal to build a wall between the US and Mexico. The pope said that anyone who only thinks about building walls instead of bridges “is not Christian.”

    Trump, whose base includes millions of evangelical Christians and conservative Catholics, hit back, saying, “For a religious leader to question a person’s faith is disgraceful.”

    For all the kind words he showered on the pope in the immediate aftermath of the pope’s death, it’s hard to imagine Trump disagreed with the less than charitable assessment offered by Roger Stone, the Trump advisor who avoided 40 months in prison after Trump commuted his sentence for lying to Congress to protect Trump. 

    Stone, displaying the compassion of a viper, said this of the pope: “His papacy was never legitimate and his teachings regularly violated both the Bible and church dogma. I rather think it’s warm where he is right now.”

    So gracious.

    But, give Stone this much: at least he was honest.

    Trump’s platitudes ring hollow indeed. But the death of Pope Francis offers Trump and MAGA Catholics the prospect, however unlikely, of replacing a progressive voice in the Vatican with someone more ideologically in tune with the more conservative voices within the church in the US.

    At the very least, Trump has to be hoping the next pope isn’t as withering a critic as Francis was.

    Nearly 60 percent of US Catholics voted for Trump last November, according to exit polls.Another survey put the figure at 54 percent

    Either way, Trump, who describes himself as a non-denominational Christian, won the Catholic vote, decisively. The pope’s criticism of Trump when it came to the environment, the poor and especially immigration doesn’t appear to have dissuaded the majority of American Catholics from voting for Trump.

    Catholics comprise more than one third of Trump’s cabinet.

    The 9-member US Supreme Court that has been deferential to Trump’s unprecedented claims and exercise of executive power is comprised of six Catholics, only one of whom, Sonia Sotomayor, is liberal and regularly rules against Trump. (You could argue there are six conservative “Catholics” justices, given that Justice Neil Gorsuch, now an Episcopalian, was raised and educated as a Catholic, and voted with the five other conservative Catholic justices to overturn Roe v. Wade.) 

    Thomas Groome, a professor of theology at Boston College, acknowledges that conservative Catholics in the US have been a boon to Trump, and suspects Trump show of respect to Pope Francis and the institution is keeping with his transactional approach to pretty much everything: that the conclave of cardinals who will elect a new pope will reward Trump with someone who thinks more like him.

    Highly unlikely, says Groome.

    “Francis appointed about two-thirds of the cardinals who will select his successor,” Groome said. “Trump may be hoping he’ll get a reactionary, a right-wing pope. But I don’t think that will happen.”

    Groome said he was more concerned about Trump’s reaction when the president realizes that, following Vatican protocol, he won’t get the best seat in the house at St. Peter’s Basilica.

    “My understanding is he’s been assigned to sit in the third row,” Groome said. “He’s not going to like that.”

    Still, gripped by Christian charity, and influenced by an enduring belief in redemption, Groome holds onto the remote, infinitesimal chance Donald Trump could, on the way to Rome, have a Road to Damascus conversion, that some of Pope Francis’ empathy could somehow rub off on him.

    “St. Paul fell off his horse,” Groome said. “Maybe Donald Trump will, too.”



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