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Randi Weingarten: Not Everyone Needs or Wants to Go to College. That’s OK.

A colleague said recently to me that the abandonment of vocational education was one of the great errors in American education in the past generation. I recall when New York City had successful high schools that prepared students for vocations and careers that paid well. The concept of “college for all” undermined support for such schools, and most of them closed.

A few days ago, Randi Weingarten wrote an article in the New York Times endorsing CTE–career and technical education--a cause she has been supporting for years. CTE is an updated term for vocational education. One of the r big complaints about vocational education was that students were being trained to service obsolete machinery. CTE incorporates the latest technology into its curricula.

Isn’t it time to recognize that electricians, plumbers, nurses, computer technicians, auto mechanics, and other skilled occupations are needed as much and often paid more than those with a Ph.D.? To be clear, I admire those who spend years to acquire a doctorate in the liberal arts, but the reality today is that most college professors are underpaid adjuncts.

We should recognize that education is a lifelong endeavor. Everyone needs a strong foundation from K-12 in the skills of reading, writing, thinking, and using technology, as well as a solid grounding in mathematics, civics, history, the sciences, and the arts. Students should graduate high school ready for college or careers. They should be ready to make choices and able to change course, which many adults do.

Randi writes:

For years, America’s approach to education has been guided by an overly simplistic formula: 4+4 — the idea that students need four years of high school and four years of college to succeed in life.

Even with this prevailing emphasis on college, around 40 percent of high schoolers do not enroll in college upon graduating, and only 60 percent of students who enroll in college earn a degree or credential within eight years of high school graduation.

While college completion has positive effects — on health, lifetime earnings, civic engagement and even happiness — it’s increasingly clear that college for all should no longer be our North Star. It’s time to scale up successful programs that create multiple pathways for students so high school is a gateway to both college and career.

More than 80 percent of America’s young people attend public schools, and the challenges many students and their families face are well known. Chronic absenteeismworsened during the pandemic. For many reasons, the country’s lowest-performing students are being left behind. Cellphones and social media have helped fuel an epidemic of bullying, loneliness and mental health struggles among youth. Educators, who have less and less authority in their classrooms, are valiantly fighting those headwinds, too often with insufficient resources.

So far, President Trump’s response has been to order the dismantling of the Department of Education and to propose billions of dollars of cuts to K-12 education that will push our system of public schools closer to the breaking point.

Republican-led states are increasingly embracing school vouchers, which let parents spend public funds on private schools, despite evidence of the negative effect of vouchers on student achievement: Evaluations of vouchers in Indiana, Louisiana, Ohio and Washington, D.C., show that these programs can cause drops in test scores. And vouchers divert vital funding that could and should go to public schools. Arizona is spending millions of dollars on vouchers for kids already attending private schools. Students in Cleveland’s public schools may lose up to $927 per pupil in education spending to vouchers each year.

I propose a different strategy: aligning high school to both college prep and in-demand vocational career pathways. Just as students who plan to go to college can get a head start through Advanced Placement programs, high schools, colleges and employers should work together to provide the relevant coursework to engage students in promising career opportunities.

I’m not suggesting reviving the old shop class, although there is value in aspects of that approach, including hands-on learning. We’ve got to shed the misperception some may still have of technical education as a dumping ground for students headed for low-skill, low-paying jobs.

I taught social studies and A.P. government in a career and technical education, or C.T.E., school. My students not only prepared for careers in health care such as nursing; they also had robust discussions about the Constitution and won national debate competitions. I have seen innovative programs throughout the country, which show that high schools — with work force partners — can prepare all students for a variety of careers and fulfilling lives whether they go on to four-year or two-year college or training for a variety of skilled trades and technical careers.

In April, I attended the opening of a C.T.E. high school, RioTECH, in Rio Rancho, N.M. RioTECH is a partnership between the public schools and a local community college, with support from industry partners and the local teachers union — an affiliate of the organization I lead, the American Federation of Teachers — giving students the opportunity to earn stackable credentials in high-demand skilled trades as well as tuition-free, dual-credit classes that count for both high school and college credit.

The Brooklyn STEAM Center is a public school at the Navy Yard that partners with businesses, public high schools and the local union, the United Federation of Teachers. Students there have access to internships and apprenticeships and the potential of full-time jobs with more than 500 businesses on site. Career pathways include cybersecurity, construction technology and computer-aided design and engineering.

In Newark, students at the Red Hawks Rising Teacher Academy can enter a no-cost, dual-enrollment program in partnership with Montclair State University, Newark Public Schools and the A.F.T. This high school experience with a high-quality teacher preparation program helps create a pipeline to educate, train and retain future teachers, and to diversify the teacher work force.

Last year, the A.F.T. and two affiliates began an advanced technology framework with Micron and the state of New York in 10 school districts, now expanding to districts in Michigan and Minnesota, with federal funding. In this program, high school students acquire technical and foundational skills, creating pathways to middle-class jobs in the microchip sector that often won’t require a four-year college degree.

More than 90 percent of students who concentrate in career and technical education graduate from high school, and about three-quarters of them continue their education after high school. Research shows that career and technical education has positive effects on students’ academic achievement, high school completion and college readiness…

Ensuring all students get a great public education takes resources, which is why Mr. Trump’s planned cuts are just plain wrong. The Senate passed a resolution this year “supporting the goals and ideals of ‘Career and Technical Education Month’”; a similar resolution is pending in the House. Now it’s time for Congress and the administration to offer tangible support for those goals in the federal budget.

Rather than undercutting the Education Department, or using the challenges that public schools face as a rationale to cut vital federal funding under the pretext of sending more authority to the states (which already have most of the authority for schools), why not support and scale practices, policies and programs that will make our schools more engaging and relevant to more students?

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09/05/2025
More, but not enough, Californians accessing free money for college, career
Baleria Contreras and Monica Cha, representatives with the state’s CalKIDS program, explained what the scholarship funds could be used for once students graduate from high school during a community event at Golden 1 Credit Union in Fresno on April 5, 2025.

Credit: Lasherica Thornton / EdSource
Top Takeaways

CalKIDS is a state program providing seed money for college or career to eligible public school students.

The number of students claiming their CalKIDS accounts is up by nearly 4 percentage points since last year, but it is still far from reaching most of the state’s students.

The increase is linked to more community engagement, targeted campaigns and multilingual materials.
The doors of the Golden 1 Credit Union remained ajar on April 5 as elementary-aged kids played games or had their faces painted outside while families inside circled the display tables featuring material from the bank and CalKIDS.

The event was to encourage families to open a youth education savings account as well as learn about and claim at least $500 in free scholarship money already sitting in a state-funded account.

Erica Wade-Lamas registered for the interest-bearing money for three of her four Fresno Unified students, an eighth grader and twin seventh graders. (Her twelfth grader was at a prom and would claim his own money later at home.)

The bank event is one of the noticeable changes to community outreach work by CalKIDS, the California Kids Investment and Development Savings program, a state initiative to help children from low-income families save money for college or a career.

“It’s going to be easier on me and my husband, knowing that there’s an extra cushion when they do graduate, to have the ability to use that money for a laptop or something additional that’s not going to have to come out of our pockets,” said Wade-Lamas. “That’s what I’m excited about.”

Even though the money is automatically deposited into the savings account under a student’s name, families must claim the accounts by registering online. Students can claim the money up until age 26.

In 2024, EdSource found that fewer than 8.3% of eligible families had claimed their account, despite fanfare surrounding the launch.

To expand its reach and create more awareness, CalKIDS is drawing on lessons from the past, plus the perspective of a new director. The program has changed its approach to marketing and expanded its multilingual and community engagement.

Over 3.9 million school-aged children across the state now qualify for at least $500 with CalKIDS, the savings account launched by the state in 2022. It automatically awards at least $500 to low-income students and English learners with the goal of helping families save for college or career training.

What is CalKIDS?

CalKIDS was created to help students, especially those from underserved communities, gain access to higher education by creating a savings account and depositing between $500 and $1,500 in their name.

The California Department of Education determines eligibility based on students identified as low income under the state’s Local Control Funding Formula or as English language learners.

Click here to find out if your child is eligible.

Low-income public school students and English learners are automatically awarded $500 if they:
- Were in grades 1-12 during the 2021-22 school year.
- Were enrolled in first grade during the 2022-23 school year.
- Are first graders in subsequent years, meaning the number of accounts grows annually.
An additional $500 is deposited for students identified as foster youth and another $500 for students classified as homeless.

Since last year, the number of students who have claimed their funds has gone up 4 percentage points, and 475,862 or 12% of all accounts statewide have been claimed, still far from reaching most of the state’s students.

And since hundreds of thousands of new accounts are automatically added each year, maintaining and increasing the percentage of claimed accounts will be an ever-elusive target, especially as the program starts tackling new challenges created by Assembly Bill 2508, which will expand program eligibility.

The struggle to reach more families

The program’s new director, Cassandra DiBenedetto, appointed in October 2024, has visited various communities to learn about the unique barriers and experiences of those who qualify for CalKIDS.

“What children in Modoc County are experiencing is very different than what children in LA County are experiencing,” she said. “So I’ve really tried to reach out to our partners in various communities and learn about their experiences so that we make well-informed decisions … based on the lived experience of the people we’re trying to reach.”

Awareness — or a lack thereof — has been the No. 1 challenge related to CalKIDS account access.

To improve that, DiBenedetto and her team have, in the past six months, focused on partnering with organizations across the state.

From its inception in summer 2022 through the end of 2023, CalKIDS partnered with about 550 organizations to promote the program, according to the state treasurer’s office. Now it works with more than 1,000 community-based organizations, school districts and financial institutions.

“More and more people are approaching us saying, ‘Hey, we know you’re doing this thing. We want to be involved,’” DiBenedetto said. “I don’t know that, in the first two years of the program, that was necessarily the case, so I think that has been a huge change for us.”

Partnerships, targeted outreach are key

Thanh-Truc “April” Hoang, a second-year student at the University of California Riverside, remembers attending an open house on campus as a high school senior in 2023 and seeing a display table with Riverside County Office of Education material about free money for college. Hoang learned about CalKIDS and what the $500 could be used for. She and her three younger siblings would go on to claim their accounts.

Attending UC Riverside the following semester due to its proximity to her home, Hoang commuted back and forth to campus, saving thousands of dollars in on-campus expenses but faced one unexpected cost: parking. She requested and received her CalKIDS funds to pay for the annual parking permit, lifting a burden off her shoulders — and her parents.

“I didn’t want to burden my parents with having to pay for my college parking,” she said. “I wanted them to feel like they didn’t have to constantly keep looking after me, because I have three younger siblings (two of whom are in high school). I wanted to make sure their burden could be alleviated.”

Since Hoang and her siblings claimed their accounts once she was aware of it, the CalKIDS funds will continue helping her family.

“I was just really glad that we were able to find out about this resource,” said Hoang, who helped her younger cousins claim their accounts.

In its back-to-school campaign from July to October 2024, CalKIDS used social media and mailers to inform high schoolers and high-school graduates about the money waiting to be claimed.

DiBenedetto said that more than 94,000 accounts were claimed in that one targeted marketing campaign; 73% of the new accounts belonged to high school graduates or college students, who could use their money right away.

She said a new partnership with the California Cradle-to-Career Data System will further help reach that population of students, as will partnerships with the California Student Aid Commission and the community college chancellor’s office, which can connect with college students who haven’t claimed their funds.

Addressing language, literacy barriers

Last year, advocates, such as those at End Poverty in California, suggested ways for local communities and the CalKIDS program to address the barriers limiting account access, including:
- Rewriting informational materials to a third-grade reading level so more families understand the content.
- Advocating for multilingual outreach at the state level.
The CalKIDS team has expanded its multilingual media campaigns, too, ensuring materials, such as event fliers, are available in at least the top 10 languages spoken in California — something that wasn’t available a year ago, DiBenedetto said.

“We are meeting people where they are in the language that they speak,” she said.

Subtle shifts in the way CalKIDS is framed and talked about are just as important as language and literacy, said many interviewed.

According to DiBenedetto, instead of using the term “savings account,” CalKIDS materials now say “scholarship,” “a baby’s first scholarship,” “the easiest scholarship your child will ever get” and simply “claim your money.”

“Sometimes it’s things like the word ‘account’ (that) can be scary in some populations,” she said. “These populations understand the word scholarship.”

Increased awareness, access

Awareness is growing as a result of increased partnerships, targeted outreach and changes in material to address language access and reading comprehension, DiBenedetto said.

“More kids are taking advantage of their CalKIDS scholarship accounts,” she said about the more than 475,000 student accounts claimed as of March 31.

But hundreds of thousands of accounts for first graders are added annually, making the percentage of claimed accounts a “moving target,” she said.

Newborn accounts

Those born in the state between July 1, 2022, and June 30, 2023, were awarded $25 before the seed deposit increased to $100. The California Department of Public Health provides information on newborns. Parents who link the CalKIDS account to a ScholarShare 529 college savings account are eligible for an additional $50 deposit for their newborns. A partnership with Covered California has tied the completion of well-child visits and vaccinations to the ability to earn up to $1,000 in the newborn accounts until March 2026.

More than 400,000 accounts are added annually for newborns as well, and children born in California after June 2023, regardless of their parents’ income, are granted $100.

Nearly 96,000 of over 1 million eligible newborn accounts have been claimed as of March 31.

Altogether, the claimed student and newborn accounts total 571,631, representing an 82% increase from this time last year.

Challenges ahead

Due to September 2024 legislation, CalKIDS’ eligibility will expand to all foster youth in grades 1-12, starting next school year until 2029.

The CalKIDS team does not yet know the numbers for all eligible foster youth but reported that 3,093 claimed their accounts so far. Based on 2023-24 state data, nearly 30,000 students are foster youth, a number that will likely remain consistent next school year when the legislation takes effect.

Millions of dollars have been allocated to program outreach and collaboration.

But in the 2025 budget approved in June, $5 million was reverted back to the general fund, a maneuver often taken to share funds with other programs.

Because the program was still in its early stages, DiBenedetto said, it had a minimal impact on outreach efforts.

The expanded program eligibility and funding changes may present unforeseen obstacles, but the CalKIDS team plans to tackle those challenges by using them as learning opportunities.

“I think that we’ve learned a lot over the last couple years,” DiBenedetto said. “I’ve learned a lot over the last (six) months, and we are ready for whatever comes our way. Every challenge is really just opportunity.”
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09/05/2025
Statewide test scores improved in 2024, but achievement still not back to pre-Covid levels

Students in a Fresno Unified classroom.

Credit: Fresno Unified / Flickr

This story was updated at 4:25 pm with more details on the assessment results.

California students made some progress toward regaining their pre-Covid levels of achievement with incremental increases in English language arts, math and science scores last school year, according to state data released Wednesday.

English language arts test scores overall increased slightly, from 46.7% of the state’s students meeting or exceeding proficiency standards in 2023 to 47% in 2024. Math and science scores also edged up incrementally, with 30.7% of students in both subjects meeting or exceeding proficiency standards compared with 30.2% the year before.

Smarter Balanced tests are given to students in third through eighth grades and in 11th grade. They are part of the California Assessment of Student Performance and Progress (CAASPP), which also includes the English Language Proficiency Assessment.

Last school year was the third year students returned to school since the Covid pandemic pushed schools into distance learning and caused dramatic declines in test scores after years of progress. In 2019, more than half of California students, 51.7%, met or exceeded state standards in English language arts, and 37.1% met or exceeded state standards in math.

Linda Darling-Hammond, president of the State Board of Education and an adviser to Gov. Gavin Newsom, said she found reason for encouragement in the scores. She said that the overall gains were consistent across grades and for Latino and Black students.

“California’s public schools are making encouraging gains in all of the key subject areas, and these gains are largest for our most vulnerable groups of students,” Darling-Hammond said in a statement. “Our governor and the Legislature have, in recent years, prioritized … accelerating learning and equity: community schools, expanded learning time, transitional kindergarten, and investments in literacy and math. Those efforts are paying dividends.”

Students from low-income households made larger gains in all three subjects on the tests than students overall — a change from initially after the pandemic. Low-income students’ scores in English language arts increased 1.5 percentage points over the previous year, with 36.8% meeting or exceeding proficiency standards in English. There was a similar increase in both math and science, with 20.7% meeting or exceeding standards — a 1.4 percentage point increase in each.

Darling-Hammond attributes the academic improvement to billions of dollars in federal and state assistance directed to students with the most needs. She acknowledged it’s not possible to tease out the impact of the state’s expanded after-school learning program relative to money spent on community schools or literacy coaches. But it’s apparent that the combined money is making a difference; for families experiencing evictions and illnesses in high-poverty neighborhoods, the pandemic isn’t over, she said.

“My heart goes out to those in the schools that deal daily with these issues,” Darling-Hammond said.

This narrowing of the performance gaps occurred even though the proportion of low-income students in California has grown significantly in the last seven years, from 58% to 65%, Darling-Hammond said. And the numbers of homeless and foster children are up too, she said.

After looking at the same state data, however, the nonprofit advocacy group Children Now expressed alarm. “California’s lack of progress in closing the education achievement gap over the past 10 years is completely unacceptable,” it said in a statement. “We have made almost no progress for our Black and Latino students, who make up more than 60% of California’s TK-12 student population, since the start of the Local Control Funding Formula and associated accountability system a decade ago.”

Additional protections are needed, Children Now stated, “to ensure the equity-focused funding that is the hallmark (of the funding formula) goes to the schools and students most in need to close our state’s unconscionable achievement gap.”

Racial/demographic breakdown of test scores from 2015 – 2024

English and math scores for students in all California schools and districts showing gaps in proficiency.

California school districts have received record levels of one-time and ongoing funding since the start of the Covid pandemic. But the last $12.5 billion in federal pandemic relief — 20% of which was required to be spent on learning recovery — had to be spent by last month.

California schools are getting creative to continue to fund positions and other support once funded by Covid dollars, said Alex Traverso, spokesperson for the California State Board of Education. Some schools in San Diego County, for example, are funding counselors and social worker positions, once paid for with federal Covid dollars, with the community schools dollars.

“So I think as much as we can, we are trying to find strategies and techniques that can keep these programs moving forward and keep student achievement on the rise,” Traverso said.

The gap in proficiency between disadvantaged and non-disadvantaged students remains daunting in 2023-24: 29.3 percentage points in English language arts and 30.2 percentage points in math — about 1 percentage point smaller than in 2022-23.

States’ scores flat after dropping

An analysis of third-grade reading by David Scarlett Wakelyn, a partner with Upswing Labs, a nonprofit that works with school districts to improve reading instruction, found that California’s scores were similar to 29 other states he has examined: flat after falling sharply after the pandemic.

Third grade is a benchmark year for achieving fluency. In 2018-19, the last year before the pandemic, 48.5% of California students were proficient or advanced; in 2023-24, 42.8% were, a drop of 5.7 percentage points. In the past three years, reading scores rose less than 1 percentage point.

Other states that take the Smarter Balanced assessments followed the same pattern, including Oregon, Nevada and Delaware, whose scores were below California before the pandemic and were again in 2023-24. Washington State, where 55% of students were proficient in 2018-19, fell to 47% and has stayed there the past three years.

None of the nation’s 10 largest states have bounced back to where they were before the pandemic, Wakelyn found. But in four “bright spot” states — Mississippi, West Virginia, Louisiana and South Carolina — reading scores increased by 3 to 5 percentage points each of the past three years and are now ahead of where they were before the pandemic. The state leadership in Louisiana, he said, has long focused on adopting high-quality instructional materials and giving teachers deep professional learning opportunities in the new curricula, he said.

Smarter Balanced test results divide student scores into four achievement levels, but this year the names of the levels have changed. Instead of “not meeting standards,” “standards nearly met,” “standards met” or “standards exceeded,” they are now “advanced,” “proficient,” “foundational” or “inconsistent.”

English learners have mixed results

Fewer English learners tested as proficient on the summative English Language Proficiency Assessment for California (ELPAC) than last year. The percentage of English learners who tested as proficient went down from 16.5% in 2023 to 14.6% in 2024, while the percentage of English learners who had the most basic level of English increased from 20.33% to 23.93%.

Students classified as English learners have to take the summative ELPAC every year until they achieve proficiency. There are four levels of proficiency — “beginning to develop,” “somewhat developed,” “moderately developed,” and “well developed.”

Shelly Spiegel-Coleman, strategic adviser to the Californians Together, a nonprofit organization that advocates for English learners, said it is difficult to know what these numbers mean, because they could be due to a change in the demographics of English learners. For example, the increase in the percentage of students with the most basic level of English could be due to an increase in students who recently arrived in the U.S., she said. In addition, there is no information about how many students are reclassified as proficient in English.

However, she said, “it would suggest that districts take a look at their English language development program and see if there is a need for intentional work to enhance it.”

Los Angeles, Compton see gains

The number of students in Los Angeles Unified (LAUSD) who met or exceeded state proficiency standards in both English language arts and math increased by about 2 points since 2023. Now, 43% of students meet or exceed standards in English language arts and 32.83% of students meet or exceed standards in math.

School board member Kelly Gonez said the district is committed to continuous improvement and equity.

“Every day, we’re showing up for our students, and it’s showing results,” Gonez said at a news conference in July, when the district announced preliminary scores. “I believe that we’re at the tipping point of really achieving the ambitious goals that we have for our students in our school district.”

Nearby Compton Unified also saw improved test scores last school year. Roughly 43% of students met or exceeded proficiency standards in English language arts this year, compared with about 40% the previous year. The number of students who met or exceeded math standards also rose, from just over 31% to nearly 35% this year.

“Compton Unified School District has shown steady and remarkable progress in both math and English language arts, with our CAASPP scores far exceeding the state average for school districts with an unduplicated pupil count exceeding 90%,” Compton Unified School District Superintendent Darin Brawley said in a statement to EdSource.

Along with Compton and Los Angeles, the California Department of Education singled out Benicia Unified, Fallbrook Union Elementary and Santa Maria Joint Union High School districts for sharp gains in scores.

Benecia’s 8 point gain in math scores, to 53% proficiency, was led by two years of growth by Hispanic students. At 40.7% proficiency, they are the first student group in the district to exceed its pre-pandemic 2018-19 rate. Superintendent Damon Wright credited the funding of districtwide professional learning and instructional coaches as factors.

Fallbrook’s one-year 5.2 point gain in English language arts and 5.9 pont gain in math bring the district almost back to pre-pandemic levels. Superintendent Monika Hazel also credits additional district-level math teaching specialists, leadership coaches and school-level instructional coaches for contributing to the improvement. The state’s $6 billion Learning Recovery Emergency Block Grant, which will continue after federal Covid relief runs dry this fall, paid for some of the positions.

Bay Area schools’ results vary

In the Bay Area, some districts had big test score gains, while others stayed stagnant. Benicia Unified had a 4-point gain in its overall English test score, and an 8-point gain in math. San Francisco and Oakland test scores were mostly stagnant.

West Contra Costa Unified is laboring to bring its scores back to pre-pandemic levels. Since the 2021-22 school year, slightly more West Contra Costa students have tested proficient or higher in math — up 2 points to 23% this year. Students who meet or exceed state proficiency standards in English language arts have been flat since 2021 at 32%, compared with 34.9% pre-pandemic.

To help improve reading scores, the district created a 13-member literacy task force about a year ago to create a literacy plan and improve literacy instruction in the district. District officials did not respond to requests for an update on the task force’s progress.

Big gains for Central Valley migrant students

Tulare Joint Union High School District in the Central Valley region had data points worth celebrating and data pointing to areas that need improvement, said Kevin Covert, assistant superintendent for curriculum, technology and assessment of the test results.

Based on the 2024 tests, 53.5% of the 1,300 11th graders who took the exam met or exceeded English proficiency standards, a 2.2 point gain from the previous year. In math, 18.3% of students met or exceeded standards — an improvement of less than 1 point.

“Some people want to hang their hat on an overall test score,” Covert said. “We’re also looking at how our subgroups are doing.”

The percentage of Tulare Joint Union students with disabilities meeting or exceeding standards was 12.7% in English, a jump of more than 5 points, and 3.5% in math, an improvement of more than 2 points. Though scores have fluctuated for students with disabilities, the 5.5-point gain in English is the largest percentage growth the group has made within the last decade.

Though migrant students are a small population of the district’s students, 63.6% met or exceeded English standards, representing a double-digit gain. Only 18.2% met or exceeded math standards, although the increase of 1.5% was higher than the overall district increase.

“Our success on this test can only be as good, partly, as the instruction that’s going on in the classroom,” Covert said. But educators must also know where students are academically, which is harder to track in Tulare Joint Union.

Fresno Unified, the state’s third-largest district, is struggling to return to pre-pandemic levels of achievement of 38% proficiency and above in English language arts and 29% proficiency and advanced in math. Superintendent Misty Her expressed confidence in the districtwide strategy known as “data chats.” At Data Chats, principals and staff evaluate data and set goals, including the need for intervention, for students to progress.

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08/05/2025
Republicans Were Eager to Investigate Biden, But Not Trump

Philip Bump of The Washington Post notes the hypocrisy of Republicans, especially James Comer, chairman of the House Oversight Committee, who searched and searched forevidence of President Biden’s corruption. He never found it but he never stopped looking and releasing press releases about the corruption he expected to find.

Now there is a genuine grifter in the White House, and Comer has lost interest in corruption, even when it’s detailed on the front pages of the daily press.

Yesterday, we learned that a fund in Abu Dhabi had invested $2 billion in the Trump family’s cryptocurrency business. Is this what we expect of our presidents? Will there be a Congressional investigation?

Bump writes:

One of the more striking aspects of Elon Musk’s rampage through the federal government has been that it is, at least in theory, redundant. There already exist congressional bodies and powers that are ostensibly focused on waste and corruption. The House Oversight Committee, for example, declares as its mission to “ensure the efficiency, effectiveness, and accountability of the federal government and all its agencies.” Why deal with Musk’s messiness when Republicans control how the House exercises that power?

We are not so naive that we cannot summon some answers to that question. One reason for this approach, for example, is that Musk was tasked with operating outside the system by design, pushing for sweeping cuts to congressionally appropriated spending specifically to get around the system of checks and balances.

A more important reason, though, is that the majority of members on the House Oversight Committee and, in particular, Chairman James Comer (R-Kentucky.) have a specific vision for how their power should be deployed. Their mission is not to work across the aisle to make government faster and cleaner. As has been made very clear in the two years since Republicans retook the majority, their mission instead is to generate allegations of impropriety by their political opponents while shielding their allies.

Nowhere is this more obvious than in the conflicting approach Comer and his committee have taken to allegations of self-enrichment by the nation’s chief executive.

Days after Republicans won their majority in November 2022, Comer held a news conference in which he sought to draw attention to claims — stoked in right-wing media and embraced by his party while in the minority — that President Joe Biden had benefited from his son Hunter Biden’s consulting work. He insisted that “the Biden family swindled investors of hundreds of thousands of dollars — all with Joe Biden’s participation and knowledge” and suggested that the sitting president (and presumed 2024 Democratic presidential nominee) might be “a national security risk” who was “compromised by foreign governments.”

What ensued over the next 16 months was far less “Law & Order” than “Keystone Kops.” Comer and other Republican leaders made little progress in tying Biden to his son’s business beyond the vaguest of connections, like that Hunter Biden would put his father on speakerphone during business meetings. Countervailing evidence for the idea that Joe Biden was entwined with Hunter’s foreign partners was ignored or spun away. One particular allegation hyped by Comer backfired spectacularly.

House Speaker Kevin McCarthy (R-California) was eventually pressured into announcing an impeachment probe targeting the president mostly centered on the same things Comer had been claiming since 2022. It went nowhere.
To put a fine point on it, two years of searching and subpoenas and depositions provided no concrete evidence (and very little circumstantial evidence!) that Joe Biden had used his position for his own personal benefit. Two seconds into Donald Trump’s second term in office, by contrast, there could have been any number of ripe targets for a similarly focused investigation.

Comer very obviously has no interest in doing so. When he inherited the Oversight Committee in 2023, in fact, he quietly ended an investigation into Trump’s finances, despite the committee having prevailed in a legal fight to obtain documentation from Trump’s accounting firm. Even with the former president pushing for the 2024 Republican presidential nomination, the various ways in which Comer’s allegations against Biden were much more obviously applicable to the Trumps attracted no interest from House Republicans.

Since the inauguration in January, viable avenues for investigation have become only more numerous.

On Tuesday, the New York Times published an exhaustive look at the Trumps’ creation of a crypto-centered investment structure called World Liberty Financial. It has explicit manifestations of nearly everything Comer was unable to prove about Biden and his family: exercising presidential power for the benefit of the company (and by extension himself and his sons), allowing partners to assume the trappings of the federal government for private financial discussions, foreign investors admitting that their interest is driven by the president’s participation.

The Washington Post recently detailed Trump’s rollout of a different cryptoworld product: a bespoke coin that serves as little more than a speculative vehicle — one from which Trump and his family can directly profit. Trump recently announced that top investors in the coin would be granted an audience with him. At around the same time he did so, the federal government registered the domain thetrilliondollardinner.gov.

“He’s actually selling access, personal access, to him and to the White House if people invest in this meme coin, which really has no intrinsic value,” Virginia Canter, the chief ethics counsel for the watchdog group State Democracy Defenders Action, told The Post. “If you are a foreign government burdened by tariffs, will you be enticed to invest? If you’re a criminal felon, will you maybe invest in hopes of they’ll give you an opportunity to make your case for a pardon?”
Oh, that reminds me: At least two investors in World Liberty Financial have already received presidential pardons.

Then there was the announcement last month that Donald Trump Jr. is the co-founder of a new private club in D.C. For a membership fee of $500,000, you can mingle with MAGAworld luminaries and — if the kickoff event is any indicator — members of the Trump administration. None of this rinky-dink “I’ll put my dad on speakerphone if he calls” stuff. Aptly enough, the club is called Executive Branch.

Those are just recent reports, mind you. The Trump Organization (which directly enriches the president) still operates private businesses around the world, at times in partnership with foreign governments. Trump himself has visited properties run by his private company on 42 of his 102 days in office, giving customers a decent shot at getting face-time with the president. Even when he isn’t at a Trump Organization property, he’s still selling pro-Trump merchandise (like a “Trump 2028” hat) both directly through the Trump Organization and through licensing deals.

Comer, meanwhile, has been focused not on investigating the obvious questions about Trump but, instead, on probing ActBlue — a fundraising system used by Democratic politicians. In an egregious break with the tradition of presidents avoiding interference in the Justice Department, Trump used the pretext of the House probe to demand that ActBlue face criminal investigation.

On Wednesday morning, Comer appeared on Fox Business to discuss Republican efforts to draft a budget bill. He began by asserting that his committee had identified billions in potential budgetary savings (which he later explained would come from targeting federal employee benefits, not from any robust investigation unearthing fraud or waste). Asked about articles of impeachment filed against Trump this week, he leveled a deeply ironic charge at his colleagues across the aisle.

“Harassing, obstructing — that’s all the Democrats know,” Comer said, while insisting that impeachment would go nowhere. “They don’t have any ideas or vision for the future.”

If there is one thing that can be said of Trump, it is that he has a vision for the future — in particular as it relates to the robustness of his own bank account. Comer and his colleagues in the House have proved to be more than happy to not stand in his way.

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03/05/2025
For a true meritocracy, education must not be one-size-fits-all

A student in Oakland’s Skyline High School Education and Community Health Pathway sculpts a clay model of the endocrine system.

Credit: Allison Shelley for American Education

It’s time to balance out our lopsided education system. Millions of parents and students have long struggled with our one-size-fits-all model, which primarily teaches to, tests for and celebrates students as theorists, not practitioners.

Our current system acts as a gatekeeper to the middle class by doling out opportunity based on grades and test scores in a traditional classroom setting, but rarely recognizes competencies and interests beyond standardized exams and essays.

Fifty years ago, students could opt into publicly funded trade schools and apprenticeships or enroll in practice-based classes like home economics and shop in traditional academic schools, which taught skills that led to well-paying jobs in carpentry, culinary arts and other trades. But over time, public funding for such programs dried up. The share of federal spending on vocational instruction as part of elementary and secondary education dropped from roughly 30% in 1970 to just 7.5% in 2022. Even as elementary and secondary education spending ballooned from $5.8 billion a year to $96 billion during this period, the vocational component grew only from $1.8 billion to $7.2 billion.

Most publicly funded instruction now happens at desks, with grading based on written exams, essays and problem sets rather than demonstrations and hands-on learning. Some students are more prepared than others to succeed in such a system, exacerbating existing inequalities.

Research by the Economic Policy Institute found that social class, as defined by parental income, education and job, is the leading predictor for a student’s school readiness: Kindergartners from the highest social class possess more theory-based skills and perform an entire standard deviation higher on math and reading tests than kindergartners from the lowest social class. The gaps are particularly high for Black and Hispanic students, who are more likely than white children to live in poverty. When some students inevitably falter, the system tells them they are failures and offers trade schools and technical colleges as second-tier alternatives they often must pay for themselves.

It didn’t have to be this way. The United States originally based its system on a German/Prussian model, which prioritized efficiency by tracking students into “academic” or “vocational” tracks at age 10. In that model, still in place in Germany today, students are expected to know what they want to do by adolescence, and many simply end up in the same track as their parents.

The United States, hoping to advance a true meritocracy, did not want a system that limited intergenerational mobility in this way, and over the 20th century we adopted a liberal arts approach that was supposed to prioritize economic and social mobility. But in a myopic attempt to get rid of tracking, we inadvertently eliminated vocational education and simply tracked all our students into the academic model. The result? The worst of both worlds for less traditional students who struggle in a sink-or-swim academic system.

Student outcomes now depend a lot on parents’ backgrounds, just like in Germany.

There is another possibility. Consider Finland, which in the 1970s switched from the German model to one that teaches a combination of academic and technical subjects until age 16, when students choose a track. The vocational path for students interested in highly -skilled trades includes carpentry and culinary arts, but it also offers applied sciences, health care, and social services, which in the United States would require attending traditional academic universities.

Finland’s vocational path is highly competitive and includes matriculation at rigorous polytechnic universities with high-level training in subjects like business, engineering and nursing and quality instructors with connections to actual companies — not an alternative education. With a system that celebrates the value of highly skilled thinkers and workers, Finland recently ranked first out of 143 countries on the World Happiness Report for the seventh consecutive year, and as of 2021, its income inequality is eighth lowest among 37 countries in the Organization for Economic Cooperation and Development (the United States ranks 23 on the World Happiness Report, and its income inequality is down at 33, beating only Turkey, Mexico, Chile and Costa Rica).

Of course, the United States is not Finland, and we cannot simply adopt its system. (Though before you discount Finland because of its smaller or more homogeneous population, consider that its size and composition are comparable to many U.S. states, and much of U.S. education policy is decided at the state level.) What we can do is stop deciding who is educated, intelligent and successful based on only one type of student. Instead, we should recognize the value of all students, and offer more mainstream career and technical opportunities across K-12 education.

States and the federal government should fund more career and technical education, including apprenticeships, hands-on learning courses and training and recruitment for vocational teachers. They should work with employers, schools, training organizations and other groups to tie education to the workforce needs of their region.

Everyone should be given the opportunity to pursue a traditional academic education, but they should also be able to pursue an equally rigorous vocational one, equipped with public resources and support. Only then will the middle class truly be open to all.

•••

Eric Chung is a lawyer, a Paul and Daisy Soros Fellow, and a Public Voices Fellow of the OpEd Project. His work focuses on law and policy related to economic mobility and educational opportunity.

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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02/05/2025
When will Black minds matter in California’s actions, not just words?

Alison Yin for EdSource

During a recent work trip to another state, I ran into an acquaintance I’d met a few times at education conferences. After our initial chit-chat about jet lag, they brought up a sentiment I’ve increasingly heard lately: Surely I must be glad to do education work in California, where equity isn’t a bad word; where diversity is championed, and state leaders are quick to defend the programs, practices and policies that support students of color.

It’s becoming harder to fix my face when I hear these words. Rhetoric is one thing, actions and data are another. And in a state where the current trajectory won’t have all Black students at grade level in math until at least 2089, I worry that our focus on saying the right words is taking the place of doing the right thing.

Before I get written off as too angry, let me be clear that there are absolutely things to celebrate in California’s approach to education. But here is where the conundrum lies for me. Why is it that California pursues so many positive steps forward in education, but continually sidesteps significant action that would lead to tangible results for Black students?

EdTrust—West’s report “Black Minds Matter 2025: Building Bright Black Futures,” comes a decade after we originally issued a call to action for California leaders by launching the Black Minds Matter campaign in 2015. We found a big disconnect between the dreams and aspirations of Black students and the opportunities our education systems give them to succeed. Black students are more likely to attend schools with novice teachers. Black students have the lowest high school graduation rate in California. Fewer Black students are going to college after high school than 10 years ago, and Black students are still underrepresented at California State University and the University of California. On nearly every indicator we analyzed, the education systems charged with caring for our students fail to support Black students. Wouldn’t you be angry if these were your kids or family members?

Our reports, policy work, and that of other researchers and advocacy organizations show how many efforts proclaimed as supportive to Black students are performative and piecemeal, or watered down or abandoned altogether, like the changes made to the Black Student Achievement Program in Los Angeles and the quashing of 2023’s Assembly Bill 2774.

This work, and some of our previous statements about the pace of progress in the state, have pissed people off. It confounds me that some folks in power are more upset about the ways we describe the data on how schools and colleges are doing for Black students than they are about how schools and colleges are doing for Black students. We have to remember that there are real people behind these data points.

Some folks told us not to share this data and advocate strongly for Black students right now. The political climate is too tenuous to speak up for Black students, they said. We need to fly under the radar rather than speak loudly and boldly, they said. It is not lost on me that the individuals suggesting this quieter path are well-intentioned. However, as professor Shaun Harper points out, now is precisely the time for organizations and educational institutions “to showcase DEI (diversity, equity and inclusion) activities to confirm that they are not the racist, divisive, discriminatory and anti-American activities that obstructionists erroneously claim”.

California may be in the crosshairs, but we are also at a crossroads.

The dismantling of the U.S. Department of Education is being framed as returning education to the states. So, let’s take them up on that in ways that not only reaffirm our values verbally, but also through new, bolder actions.

Many of our recommendations are not new, except one: We need a California Commission on Black Education Transformation. Our current education infrastructure is failing far too many Black students. As we outline in our report and will continue to share in upcoming materials, we are not proposing that this commission act as another task force, but rather that it serves as an entity with power and authority around resources and accountability measures. We need an overhaul, and now —when states are being told they are empowered to lead on education — is the time to do it.

What I reminded the colleague I saw at the recent conference is this: The fight for racial justice has always been an uphill battle, even in California. Yet what we have in California — or at least what I am hoping we have — are leaders who will not only not back down, but will embrace the call to be bold.

I’ve advised college students and been an adjunct professor. I would never tell a student to temper their expectations for themselves. I would never say to a student not to fight for what is right because it is hard. I hope California doesn’t, either.

•••

Christopher J. Nellum, Ph.D., is executive director of EdTrust—West, a nonprofit organization advancing policies and practices to dismantle the racial and economic barriers embedded in the California education system.

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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27/04/2025
It hurts not to have access to affordable health care

Credit: Liv Ames / EdSource

I provided quality child care and early education to children from birth through 13 years old for over 29 years. Throughout my tenure as an early educator, the reality that I literally could never afford to become ill has haunted me.

As a home-based, licensed provider, I never had the luxury of affordable health care. Over the years, whenever I felt a sniffle that lasted far too many days or a pain that became problematic and persistent, the dread of scheduling a doctor’s appointment was always present.

My body needed a doctor’s attention on numerous occasions. While sitting in the waiting room to see a physician or getting wheeled into an emergency room, my mind was not able to focus on my health. Instead, all I could think about was how much this was going to cost and please, Lord, don’t let the doctor say I had to be admitted to the hospital. The absolute terror of the mounting cost of health care services was overwhelming.

Fast-forward and following my recuperation or recovery from any doctor’s visits or hospital stays, the anguish did not ease. Like clockwork, the hospital bills started arriving weekly. Whenever I saw the Kaiser return address on each envelope as I had done so many times, my stomach would knot up and my mood quickly soured. Eventually, I became numb to the arrival of each new bill and the reminders to pay the old bills.

It is painful to work in a field where my services did so much good for the economy and families, yet my family and my health suffered. Child care is essential. Child care workers have been and will always be essential workers. Family child care providers are independent contractors and, for most of us, access to an affordable health care plan is limited or nonexistent.

While Obamacare did open the doors for providers to access health care — especially those with pre-existing conditions, like myself — the cost is still too high.

Through Covered California (the state’s version of Obamacare), I was able to receive health care services under the Bronze Plan with a higher co-pay. I was relieved to be able to finally have health insurance, but the co-pays weren’t necessarily affordable. When it comes to health care and access to quality, affordable services, the cards are stacked against early educators. I stand firm in my belief that many providers have died early deaths due to a lack of health care and ignoring ongoing health problems for fear of losing their businesses and their livelihoods. No one can tell me that working 60-70 hours a week for 15-30 years does not contribute to an early demise. Research has demonstrated that women face unique barriers to health care. Inequities, compounded with gender roles and expectations, present unique burdens on women, and while costs of care are important, consideration of additional burdens women face is critical to finding equitable solutions.

There is some good news, however. Child Care Providers United (CCPU), a union for early educators, has negotiated a health care reimbursement fund for the provider membership. To qualify for the reimbursement benefit, providers must have at least one child eligible for subsidized child care enrolled in their program. This fund reimburses licensed providers who are already enrolled in a health care plan. It does not replace their health insurance, nor does it offer a health care plan as a benefit. Licensed child care providers must be enrolled in a qualified health insurance plan to qualify for this reimbursement plan, which helps with out-of-pocket expenses such as service co-pays, prescription co-pays, and some monthly premiums. This is considered a good start, but it is not enough. The reimbursement fund is not available to all early educators, and it only covers the provider, not their family members.

We already know that child care is in crisis, statewide and nationally. We need healthy early educators and child care professionals on the job. Child care workers put their lives on the line during the pandemic. In the face of any emergency, these women always bridge the gap and show up when things can appear dire. The least we can do is create a pathway for these professionals to be healthy.

Health care is complicated and expensive. We get it. Child care is expensive. We get it.

State and federal policymakers must recognize the need to ensure that every practitioner is guaranteed an affordable option to stay healthy so that our children will have their caregivers and educators when they need them most.

•••

Tonia McMillian is a recently retired family child care provider in Southern California.

The opinions in this commentary are those of the author. If you would like to submit a commentary, please review our guidelines and contact us.

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20/04/2025
Trump’s nominee says she may break apart, not shut down Education Department

Linda McMahon, Trump’s nominee for secretary of education, answers questions from senators during her confirmation hearing while surrounded by family members in Washington, D.C., on Thursday.

Credit: Allison Bailey/NurPhoto via AP

The nominee to become the next and, President Donald Trump vows, last secretary of education assured U.S. senators on Thursday that there are no plans to shut down the Department of Education or to cut spending that Congress has already approved for the department.

Linda McMahon, however, said she would be open to moving programs to other departments, such as sending the Office of Civil Rights to the Justice Department.

Sen. Bill Cassidy, R-La, who chairs the Senate Committee on Health, Education, Labor, and Pensions, brought up funding early in the two-hour hearing on the nomination.

“If the department is downsized, would the states and localities still receive the federal funding that they currently receive?” he asked.

“Yes, it’s not the president’s goal to defund the programs. It’s only to have it operate more efficiently,” she said.

Closing the department, a longtime goal of conservative Republicans, was one of Trump’s campaign promises. Calling the department a “con job” this week, he has said repeatedly that McMahon’s goal should be to shrink the department, to “put herself out of a job.”

But Trump also acknowledged that only Congress can dismantle what it established in 1980 during the Carter administration. At the hearing, McMahon affirmed that she would work with Congress to follow the law.

With husband Vince, McMahon, 76, founded a successful sports entertainment company that later became World Wrestling Entertainment, and served as its president, then its CEO for 30 years. McMahon served as Trump’s administrator of the Small Business Administration in his first administration. She also served for a year on the Connecticut State Board of Education in 2009 and is a longtime trustee of Sacred Heart University in Fairfield, Connecticut, but otherwise has had little involvement in education.

Democratic senators did not press her on her lack of education experience, although Sen. Patty Murray, D-Washington, did push her to name a requirement for schools to show improvement under the Every Student Succeeds Act, the principal law determining accountability for K-12 schools. She could not.

Instead, they questioned her on Trump’s plan to ship federal funding to states as block grants without federal oversight, his intention to expand parental school choice, and his threats to cut funding for colleges that allow transgender athletes to participate in women’s sports and for schools that continue policies for diversity, equity and inclusion, known as DEI.

‘Invest in teachers, not bureaucrats’

McMahon made clear in her opening statement she is in sync with the president’s assessment of education.

Calling the nation’s schools a “system in decline,” she said, “we can do better for elementary and junior high school students by teaching basic reading and mathematics; for the college freshmen facing censorship or antisemitism on campus, and for parents and grandparents who worry that their children and grandchildren are no longer taught American values and true history.”

“So what’s the remedy?” she asked. “Fund education freedom, not government-run systems. Invest in teachers, not Washington bureaucrats.”

McMahon expressed support for continuing federal funding for Title I in support of low-income students, and for students with disabilities under the Individuals With Disabilities Education Act (IDEA). However, she will investigate whether IDEA should remain in the department.

“When IDEA was originally set up, it was under the Department of Health and Welfare. After the Department of Education was established, it shifted over there,” she said. “I’m not sure that it’s not better served in Health and Human Services, but I don’t know. If I’m confirmed, it is of high priority to make sure that the students who are receiving disability funding (are) not impacted.”

Sen. Maggie Hassan, D-New Hampshire, called her commitment to continued funding “gaslighting.”

Even as the hearing was happening, Republicans in the House were working on “reconciliation” bills that called for possibly balancing massive continued personal income tax cuts with hundreds of billions in funding cuts for Medicaid and education.

This week, Elon Musk’s budget-cutting SWAT team known as DOGE, cut $881 million in research contracts without notice. Other education grants associated with DEI received termination notices, too.

McMahon said DOGE’s “audit” of the department was appropriate. “I believe the American people spoke loudly in the election last November, to say that they want to look at waste, fraud and abuse in our government.” Trump recently fired the Department of Education’s independent inspector general, Sandra D. Bruce, whose job was to root out waste, fraud and abuse.

https://www.youtube.com/watch?v=Hm9QfK8zDU0
Watch: Linda McMahon said DOGE’s “audit” of the department was appropriate.

“I understand an audit,” Murray said. “But when Congress appropriates money, it is the administration’s responsibility to put that out, as directed by Congress who has the power of the purse. So what will you do if the president or Elon Musk tells you not to spend money Congress has appropriated to you?”

“We’ll certainly expend those dollars that Congress has passed,” McMahon responded. “But I do think it is worthwhile to take a look at the programs before the money goes out the door. It’s much easier to stop the money before it goes out the door than it is to claw it back.”

Sen. Chris Murphy, D-Conn., said schools across the nation are “scrambling because they have no idea what DEI means” and are worried they will lose funding. He presented two scenarios that pointed to ambiguities in the executive order.

If a school in Connecticut celebrates Martin Luther King Day events and programming teaching about Black history, does it violate or run afoul of DEI prohibitions? he asked.

“Not, in my view, that is clearly not the case,” McMahon said. “That celebration of Martin Luther King Day and Black History Month should be celebrated throughout all of our schools.”

Murphy continued, “What about educational programming centered around specific ethnic and racial experiences? My son is in a public school. He takes African American History. Could you perhaps be in violation of this executive order?”

“I’m, I’m not quite certain,” McMahon said. “I would like to take a look at these programs and fully understand the breadth of the executive order and get back to you on that.”

As with all of Trump’s nominees so far, McMahon is expected to win a majority vote in the Senate, possibly along party lines, later this month.

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20/04/2025
Harvard Will Not Bow to Trump’s Demands

Trump has been waging war against the nation’s top universities, demanding that they accept his orders to stamp out DEI or lose their federal grants. Trump uses the phony claim that he is combatting anti-Semitism, but the reality is that he is silencing academic freedom and free speech. For the record, Trump has accepted the support of American Nazis, so his concern for Jews cannot be taken seriously.

The first campus to receive Trump’s demands was Columbia University. Trump threatened to withhold $400 million if Columbia did not put several departments (Middle Eastern Studies, African American Studies, and South Asian Studies) into receivership. Sadly, Columbia complied.

Harvard was threatened with the loss of $9 billion in research grants. Harvard said NO. Harvard will not bend the knee to Trump as he seeks to trample academic freedom of faculty and students.

Mike Damiano of The Boston Globe reported:

Lawyers for Harvard University said Monday the school will not comply with a new list of demands sent by the Trump administration on Friday, as part of the government’s purported crackdown on antisemitism and alleged civil rights violations at elite universities.

The new demands expand on a previous list sent to Harvard’s leaders on April 3, which ordered Harvard to close diversity offices and cooperate with federal immigration authorities, among other directives.

In a message to the campus community Monday, Harvard president Alan Garber vowed that the university will not yield to the government’s pressure campaign. “The University will not surrender its independence or relinquish its constitutional rights,” Garber said.

Harvard’s stance is the most forceful pushback yet against the Trump administration’s crackdown on elite universities. It is a sharp contrast to the approach taken by Columbia University’s leaders who acquiesced to a list of demands from the Trump administration last month. Columbia promised to change student disciplinary procedures and place a Middle East studies department under new oversight, among other measures.

The Harvard demands went further. Two weeks ago, the Trump administration’s antisemitism task force placed $9 billion in federal funding under review and followed up with its first list of demands.

Then, last Friday, the government sent Harvard a much more detailed explanation of its demands, which Harvard released Monday afternoon. Harvard’s lawyers said the university “is not prepared to agree to demands that go beyond the lawful authority of this or any administration.”

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15/04/2025
Joyce Vance: Do Republicans Care About Trump’s Tyranny? If Not Now, When?

Joyce Vance was US Attorney for Northern Alabama and a steady voice of reason. She wonders in this post what it will take to awaken Republicans to Trump’s erosion of the Constitution and our rights.

She writes:

Why doesn’t any of this break through? Why do Republicans still support Trump?

The reporting in The Atlantic on the Signal chain? The voter suppression executive order Trump issued…? The foul-ups in deporting supposed gang members who turn out not to be? Why aren’t Americans out on the streets protesting in massive numbers like we have seen people in other countries doing—Israel, Georgia, Turkey, South Korea, and others? In part, it’s because a large number of people who are Trump supporters just don’t care. Their guy can do anything, and they don’t care. They’ll believe any lie, and they’ll ignore any horrible; they’re all in for Trump for reasons the rest of us still struggle to understand.

The question is, how many of the rest of us are there? By that I mean Americans who, regardless of party affiliation, still care about truth and democracy. Those words are no longer just philosophical notions to be bandied about, an elite construct. They are the reality of what we are fighting a rearguard action to try and save.

Statistics from the last election provide reason for some optimism. Donald Trump won with 49.9% of the popular vote. Although he has claimed he has a mandate for a radical transformation of government, the numbers just don’t back that up. And they don’t suggest there’s a mandate for putting out military information on a Signal chain being used on personal phones, rather than on secured government systems. If there ever truly was a mandate for Trump, the reality is, it’s evaporating day by day as egg prices stay high and people lose their jobs. And now, there’s this, a cavalier disregard for the safety of our troops, lax security with one member of the Signal group apparently in Russia while communications were ongoing, what looks like an effort to do an end run around government records retention procedures.

Will the Atlantic story break through? It should. Trump’s Vice President, his Secretary of Defense, his CIA director, his DNI, all put American pilots in harm’s way. If that’s not enough for Senate Republicans to break ranks with Trump, especially those on subcommittees that have oversight into military and intelligence community operations, it’s hard to imagine what would be.

Why use Signal in the first place when American leaders have some of the most secure communications technology in the world available to them? Is it just for convenience? If so, that’s sloppy, and they should be committing to do better, not arguing over whether the information was classified or not. (But if it looks like a duck…)

The truth is that by going to Signal, they avoided leaving a paper trail. No annoying records that could be unearthed down the road. Remember Trump’s first impeachment? It came about in large part because after the call where he threatened Ukraine’s president with withholding security aid if he wouldn’t announce his country was investigating Joe Biden for financial misconduct, records of the call were buried inside a classified information system where they didn’t belong. That was what got the ball rolling. It was about trying to hide records of an official call that everyone knew was wrong.

As far as we know at this point, there was nothing improper about the attack on the Houthis. So why were high-ranking members of the Trump administration communicating off the books? How pervasive is the practice, and who knows/authorizes it? We are a government of the people. Transparency isn’t optional. There are rules about public records that have to be followed, and this president who likes to operate in secret and at the margins of our laws has frequently tried to skirt them.

It’s hard to imagine that the Signal chain for the Houthi attack was just a one-off, that they only went to Signal for this moment. Is this how this new government is operating routinely—off the books, in a hidden fashion designed to avoid scrutiny and accountability?

It may seem like a minor point with everything else that’s going on, but this is how autocrats work, not how a democracy operates. That’s the danger we are now facing, and this is another marker on the path to tyranny.

Calls are mounting for Hegseth and others to resign. Anyone who would engage in this kind of behavior and then argue that it was not improper rather than apologizing and promising to do better should leave government, whether voluntarily or not. But they should never have been confirmed in the first place. There is a cancer on the heart of the presidency, to quote from the Watergate era, and it’s infecting all of us.

We’re in this together,

Joyce

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13/04/2025