Rob Wisc

@robwisc

US educational policy | political economies | community organizing | labor

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Rob Wisc@robwisc· 5d

However, UNC Policy 700.1.1—last amended by the UNC Board of Governors on May 23, 2024—does not mention the Classic Learning Test. www.northcarolina.edu/apps/policy/...

A screenshot of page 3 of the linked policy document. The text in the screenshot reads:

C. For students entering in the Fall 2026 semester and beyond:

1. High School GPA: A minimum weighted GPA of 2.5.

2. Standardized Test Scores: Students with a weighted High School GPA greater than or equal to 2.50 and less than 2.80 are required to submit a standardized test score of a 17 or higher on the ACT or a 930 or higher on the SAT.

The chancellor of each respective constituent institution may, subject to the approval of the
president and the Board of Governors, require all students with a weighted High School GPA of 2.80 or greater to also submit a standardized test score. The Board of Governors must grant any such approval before December 1, two academic years prior to the implementation of the requirement.

Rob Wisc@robwisc· 5d

Jan 23, 2026 – The Instagram account for the CLT Exam celebrates the UNC System welcoming CLT for admissions. www.instagram.com/p/DT3emC2Es6m/

Rob Wisc@robwisc· 5d

A brief timeline Jan 8, 2026 – UNC President Hans amends Code 700.1.1.1 Policy Regulation to specifically include the Classic Learning Test www.northcarolina.edu/apps/policy/...

A screenshot of a section from page 3 of the linked document. A portion of the text is redlined, signaling its addition to the prior version of the policy regulation. This new text reads:

E. In addition to the Standardized Test Scores otherwise submitted, chancellors may incorporate the acceptance of the Classic Learning Test entrance exam as an optional application submission. The Classic Learning Test entrance exam results cannot supplant the required standardized test scores submitted under this subsection, however, appropriate weight may be given to the Classic Learning Exam test scores in reviewing application materials. In addition, if a constituent institution allows a standardized test score submission for students with a weighted High School GPA greater than or equal to 2.80, it must allow for the Classic Learning Test entrance exam results as a standardized test score, where appropriate weight may be given to the results.

Rob Wisc@robwisc· 5d

The response from the University of North Carolina System highlights that its universities may use CLT for assessing merit. Full North Carolina response: www.northcarolina.edu/wp-content/u...

Screenshot of a section from page 2 of linked pdf. The text in the screenshot reads:

Transparency and Merit in Admissions

As a public institution, the UNC System has a special obligation to fair access for all students. We know that’s best accomplished by telling prospective students, plainly and in advance, what is required of them. The UNC System publishes common minimum eligibility and high school course requirements, which include one of the nation’s most rigorous core course requirements, with completion of four
mathematics, four English, and three science courses required for admissions eligibility at all UNC System institutions. For students entering in fall 2026 and thereafter, the UNC System requires a minimum weighted high school GPA of 2.5. Applicants with a weighted GPA of at least 2.5 but below 2.8 must also submit an ACT score of at least 17 or an SAT score of at least 930. Our institutions also may accept the Classic Learning Test entrance exam as an optional submission. Our public guidance makes equally clear that meeting these minimums establishes eligibility for consideration; it does not guarantee admission to a particular university or academic program. Each institution publishes additional merit-based standards for admission to the institution or to a particular program, with varying
levels of selectivity depending on the mission of the particular institution or school. See UNC Policy 700.1.1 - Policy on Minimum Eligibility Requirements for Undergraduate Admission for the University of North Carolina; 700.1.1[R] - Regulation on Minimum Eligibility Requirements for Undergraduate Admission for the University of North Carolina.

Rob Wisc@robwisc· 5d

The response from the State University System of Florida notes the system's acceptance of the CLT as a replacement for SAT / ACT scores and as a replacement for AP scores / college placement. Full Florida response: www.flbog.edu/wp-content/u...

Screenshot of a section from page 3 of linked pdf. The text in the screenshot reads:

Florida universities require standardized admission tests. The BOG Regulation 6.002(1)(e) requires all first-time-in-college SUSFL undergraduate applicants to take a widely used standardized test (SAT, ACT, or CLT) or program-specific measures for specialized programs, which may include applicant interviews. In keeping with Florida’s
consistent practice of allowing multiple avenues for demonstrating high standards, the Florida Legislature added the Classic Learning Test (CLT) as an option for our nation leading Bright Futures merit-based scholarship program several years ago. The BOG added this assessment in regulation as an option for meeting university admissions requirements, and the SBOE likewise added the CLT in rule as an option for college course placement testing for FCS students.

Rob Wisc@robwisc· 19d

Here's some info from YouGov about the fame and popularity of US politicians: yougov.com/en-us/rating...

A screenshot of a table titled "The Most Popular Politicians" that lists the rank, name, fame, and popularity of each politician. The screenshot shows the top five on the list, but more info is in the link in this skeet.

The top five are:
1. Barack Obama | Fame: 99% | Popularity: 61%
2. Bernie Sanders | Fame: 95% | Popularity: 57%
3. Arnold Schwarzenegger | Fame: 94% | Popularity: 55%
4. Kamala Harris | Fame: 97% | Popularity: 44%
5. Alexandria Ocasio-Cortez | Fame: 83% | Popularity: 44%

Rob Wisc@robwisc· 19d

It seems odd to end an article focusing on the ethics of reporting with unsupported allegations. The article points to an X post claiming that umichvoter supports El-Sayed and hates Stevens. What evidence does that post provide? None. This is wild speculation as to motive.

A screenshot from the originally linked article that reads:

What Was the Purpose?

Posting on X, one watcher of the far-left said that Lamba had been backing a third candidate in the primary, Mallory McMorrow, until she dropped out and then started supporting El-Sayed. And suggested he hated Stevens.

Rob Wisc@robwisc· 22d

I respect the counties that just decided to sit this one out so far

Rob Wisc@robwisc· 22d

Decision Desk notes a +39.7 margin for Stevens in Wayne with 20% of the county vote reported. votes.decisiondeskhq.com/races/2026-0...

Rob Wisc@robwisc· 24d

The link to the ADL you posted below contradicts this definition of genocide. As the ADL highlights, the definition of genocide codified by the UN in 1948 relates to acts committed with intent to destroy, *in whole or in part*, a national, ethnical, racial, or religious group.

A screenshot of a post from the ADL which quotes the UN's Convention on the Prevention and Punishment of the Crime of Genocide.

Text in the screenshot reads:

The United Nations General Assembly recognized genocide as a crime under international law in 1946, and it was codified in the Convention on the Prevention and Punishment of the Crime of Genocide in 1948.

The definition of genocide under this convention reads:

In the present Convention, genocide means any of the following acts committed with intent to destroy, in whole or in part, a national, ethnical, racial or religious group, as such: (a) Killing members of the group; (b) Causing serious bodily or mental harm to members of the group; (c) Deliberately inflicting on the group conditions of life calculated to bring about its physical destruction in whole or in part; (d) Imposing measures intended to prevent births within the group; (e) Forcibly transferring children of the group to another group.

This is the same definition used in the Rome Statute for International Criminal Court.

Link to webpage: https://www.adl.org/resources/backgrounder/allegation-israel-commits-genocide

Rob Wisc@robwisc· 28d

Job 3 of 3 Position: Rank & File Organizer Organization: Southern Workers Assembly Location: US South Salary: $60-65k + benefits unionjobs.com/listing/3107...

Screenshot 1 of 2 of webpage linked above.

Text in screenshot reads:

Rank & File Organizer
Must be located in the U.S. South
(preferably NC, SC, GA, AL)

Organization: Southern Workers Assembly
Position: Organizer
Location: Must be located in the U.S. South (preferably NC, SC, GA, AL)
Desired Start Date: August 24, 2026
Compensation: $60,000 – 65,000, based on experience, with generous health, dental, vision insurance benefits
Status: Full-time
Position Type: Regular
Application deadline: Applications accepted until positions are filled.
Position open until filled.

About Southern Workers Assembly
The Southern Workers Assembly is a network of local unions, worker organizations, and organizing committees, committed to building rank-and-file democratic social movement unionism as a foundation for organizing, uniting and transforming labor power throughout the South. The Workers Assembly is a strategy to educate, organize and mobilize a broad social workers’ movement in the fight for power by: First, helping the most militant worker/organizers form committees in major non-union workplaces. Second, by linking together such committees into action networks (Worker Assemblies by regions, sectors or corporate ownership) capable of leading public collective action in support of immediate wage and benefit gains. Third, by encouraging new and existing unions to fully engage in major non-union workplaces regardless of NLRB election prospects.

Summary
The Southern Workers Assembly is looking for a highly motivated person with workplace organizing experience and a deep commitment to social justice for an organizing staff position. This staff position will support the Southern Workers Assembly’s Rank & File Program, an initiative to recruit workers to get jobs in strategic sectors in the South to organize. The Organizer will be responsible for lead followup and recruitment, job placement, working with worker cadre to support committee and network building efforts in strat…

Screenshot 2 of 2 of webpage linked above.

Text in the screenshot reads:

Responsibilities

Outreach and recruitment of worker cadre to get jobs in strategic workplaces across the U.S. South
Support worker recruits through the job application process to target plants
Identify new local and regional pipelines of recruitment, including but not limited to community college outreach plans, faith community outreach, unions and union members social networks, and more
Identify opportunities for events in key cities to drive up recruitment efforts
Support the development of organizational infrastructure to connect committee building efforts across the region together
Plan and organize trainings across the region every 2 - 3 months
Additional assignments as needed

Requirements

Deep commitment to workplace and social justice organizing
Demonstrated knowledge of movements in the South
At least three years experience with cadre building workplace organizing, rank and file activism, community organizing and/or coalition building
Proficient in database management, social media, and other communications related work
Ability to travel including current drivers license and working automobile - Please note that this position will require extensive driving and travel.
Ability to work long and irregular hours, including frequent evenings and weekends
Live in or be willing to relocate to the U.S. South
Ability to speak Spanish is a plus but not required

Supervision

Supervised by Organizing Coordinator

To Apply
Send the following to hiring@southernworker.org:

résumé,
a cover letter, and
three references

Rob Wisc@robwisc· 28d

Job 2 of 3 Position: Lead Organizer Organization: Southern Workers Assembly Location: US South Salary: $70-75k + benefits unionjobs.com/listing/3107...

Screenshot 1 of 3 of webpage linked above.

Text in screenshot reads:

Lead Organizer
Must be located in the US South
AL, AR, FL, KY, LA, MS, NC, SC, TN, TX, VA, WV

Organization: Southern Workers Assembly
Position: Lead Organizer
Location: Must be located in the U.S. South
Desired Start Date: August 24, 2026
Compensation: $70,000 – $75,000, based on experience, with generous health, dental, vision insurance benefits
Status: Full Time
Position type: Regular
Application deadline: Applications accepted until positions are filled.
Position open until filled.

About Southern Workers Assembly
The Southern Workers Assembly is a network of local unions, worker organizations, and organizing committees, committed to building rank-and-file democratic social movement unionism as a foundation for organizing, uniting and transforming labor power throughout the South. The Workers Assembly is a strategy to educate, organize and mobilize a broad social workers’ movement in the fight for power by: First, helping the most militant worker/organizers form committees in major non-union workplaces. Second, by linking together such committees into action networks (Worker Assemblies by regions, sectors or corporate ownership) capable of leading public collective action in support of immediate wage and benefit gains. Third, by encouraging new and existing unions to fully engage in major non-union workplaces regardless of NLRB election prospects.

Summary
The Southern Workers Assembly is looking for a highly motivated person with workplace organizing experience and a deep commitment to social justice for a Lead Organizer position. The lead organizer will be responsible for supervising, training, and supporting a growing team of field organizers advancing work to build workplace committees and assemblies across the U.S. South. In tandem with the Organizing Coordinator, the lead will help to advance the overall strategic direction of the organization as set by the Coordinating Committee…

Screenshot 2 of 3 of webpage linked above.

Text in screenshot reads:

Responsibilities

Hold weekly one on one meetings with field staff to review progress on objectives, work plans, and approaches to advance the strategic priorities of the organization
Work with staff to develop, execute, and evaluate weekly and quarterly work plans
Support the work in the field by traveling frequently to various areas and working on the ground with staff and workers assembly leadership
Identify individual and collective needs for training and additional skills development among the organizing team
Identify economically important workplaces in assembly areas
Schedule workplace blitzes to recruit new cadre
Provide assistance with follow up to bring new cadre into the organization
Work with assemblies to identify workers to recruit to the RNF project and to get jobs in other strategic local workplaces
Assist in developing program and recruitment for local worker schools
Assist staff in building organization to participate in Southern Labor Congress and May Day 2028
Providing political leadership to staff and assembly members to encourage focus on the SWA power program
Additional assignments as needed

Requirements

Deep commitment to workplace and social justice organizing
Demonstrated knowledge of movements in the South
At least five years experience with cadre building workplace organizing, rank and file activism, community organizing and/or coalition building
At least one year of experience managing organizing staff
Proficient in database management, social media, and other communications related work
Ability to travel including current drivers license and working automobile - please note that this position will require extensive driving and travel
Ability to work long and irregular hours, including frequent evenings and weekends
Live in or be willing to relocate to the U.S. South
Ability to …

Screenshot 3 of 3 of webpage linked above.

Text in screenshot reads:

Supervision

Supervised by Organizing Coordinator

To Apply
Send the following to hiring@southernworker.org:

résumé,
a cover letter, and
three references

SWA is an equal opportunity employer and strongly encourages people of color, women, LGBTQ+, and people with disabilities to apply. SWA is a project of the Southern Vision Alliance. All employees are legally employed by the Southern Vision Alliance.

SVA is an equal opportunity employer and prohibits discriminatory employment actions and treatment against employees and applicants for employment based on actual or perceived race, color, religion, national origin, sex, age, marital status, personal appearance, sexual orientation, gender identity or expression, familial status, family responsibilities, matriculation, political affiliation, genetic information, disability, and/or past incarceration.

Rob Wisc@robwisc· 28d

Job 1 of 3 Position: Organizing Director Organization: Southern Service Workers Education Fund Location: Near Durham, NC / Atlanta, GA Salary: $100k + benefits unionjobs.com/listing/3099...

Screenshot 1 of 2 of info on linked webpage.

Text of the screenshot reads:

Southern Service Workers Education Fund (SSWEF)

Organizing Director
Based in Durham, NC or Atlanta, GA

Reports to: Executive Director
Status: Full-Time, Exempt
Location: Durham, NC or Atlanta, GA preferred

About Us
Southern Service Workers Education Fund (SSWEF) is a worker organization building power with low-wage workers across the South. We organize alongside workers and community partners to challenge exploitation, raise standards, and advance racial and economic justice. Our campaigns combine deep organizing, worker leadership development, and community solidarity to win real improvements in workers’ lives while building a broader movement for economic and racial justice in the South.

Position Summary
The Organizing Director is a senior leadership role responsible for the long-term growth, scale, and sustainability of SSWEF. The Organizing Director builds the permanent, local, and regional infrastructure of the organization. This role oversees the development of chapters, membership systems, and deep leader engagement.

Key Responsibilities

Infrastructure & Membership
- Design and implement the long-term growth strategy for chapters.
- Oversee membership recruitment systems, data infrastructure, and dues collection processes.
- Oversee worksite organizing campaigns at large corporate employers.
- Ensure the organizational "ground game" is scalable and sustainable across multiple Southern states.

Rob Wisc@robwisc· Jun 23

I appreciate how Calarco focuses this critique of neoliberal policies on the current political moment in the US. As we fight against authoritarianism, we have to do more than continuing to push care downstream.

A screenshot of the first paragraph of the conclusion in the liked article. The text of that paragraph reads:

As the US confronts authoritarianism (Gambino 2025; Herman and Benson 2025), Americans might be tempted to see a return to basic neoliberalism as a lesser of two evils. Take, for example, the speech that Democratic Senator Elissa Slotkin gave in response to President Donald Trump’s 2025 address to the joint session of Congress (Associated Press 2025). Slotkin invoked President Ronald Reagan, arguing that, unlike Trump, “Reagan understood that true strength required America to combine our military and economic might with moral clarity.” Recall, however, that Reagan—with support from advisors like Milton Friedman and Friedrich Von Hayek—played a key role in promoting the kind of moral accounting that led us into our current mess. His vilification of welfare recipients—and his willingness to lean into racist and sexist tropes in doing so—generated widespread disdain for those who need the government’s help to care for themselves and their families. That vilification opened the door for decades of policies that have eroded the US social safety net, making it difficult for Americans to find and afford the quality care they need to live with dignity, and difficult for care workers to make ends meet, given how little they are paid.

Rob Wisc@robwisc· Jun 17

Job alert! Want to make $250,000 a year? Want to "generate the evidence base" for predetermined arguments? Want to be a blogger but have a title of scientist? Want to work for Jonathan Haidt's Substack? Apply today!

Screenshot 1 of 3 of the job posting available at: https://apply.interfolio.com/188031

The text reads:

Senior Research Scientist (Prof Haidt)

New York University: NYU - NY: Leonard N. Stern School of Business: Business & Society Program Area

Location Remote

Open Date Jun 11, 2026

About the Lab

The Tech & Society Lab at NYU Stern, led by Jonathan Haidt and managed by Zach Rausch, is the research home of one of the most influential bodies of work on technology, adolescent mental health, and social behavior. The Lab sits at the intersection of rigorous academic research and real-world impact — generating the evidence base that drives policy, shapes public discourse, and informs the work of The Anxious Generation Movement organization. We are in an active growth phase, expanding our research agenda, team, and institutional footprint.

The Role

The Research Writer’s primary role is to help shape major arguments about technology’s impact on society to advance the goals of the Tech and Society Lab. The role sits at the intersection of research, communications, and editorial development.

The Research Writer will work closely with Jonathan Haidt, Zach Rausch, and the broader lab team to develop essays, rapid-response pieces, literature syntheses, and research-driven public writing across various channels, including After Babel, academic publications, policy briefs, and major media outlets.

In this role, you will help the lab clarify and refine its positioning on emerging issues within our core areas of focus and help the Lab stay intellectually current in a rapidly changing technological environment.

This role is highly collaborative and creative. You’ll help bring the Lab’s ideas to life while also developing your own research-driven writing within the Lab’s core areas of focus. While there will be room for broader conceptual exploration, the primary focus of the role will be advancing the Lab’s existing research and public communication agenda. [...]

Screenshot 2 of 3 of the job posting available at: https://apply.interfolio.com/188031

The text reads:

Key Responsibilities

1. Writing, Speaking, and Editorial Development

Work closely with our executive, research, and policy teams to develop essays and arguments into publishable pieces
Draft, ghostwrite, co-author, and edit essays, op-eds, Substack posts, policy briefs, and research-driven public communications
Shape the framing, structure, tone, and argumentative clarity of public-facing work
Translate complex empirical research into clear and accessible narratives for broad audiences
Contribute to rapid-response analysis of new studies, policy developments, and media narratives
In partnership with senior editors, manage a pipeline of essays and strategic communications from idea stage through publication
Adapt writing across different voices, audiences, and formats while preserving author voice
As appropriate and at the discretion of the Chief Researcher, communicate to media and other stakeholders on behalf of the Lab on background and/or public-facing materials

2. Research Synthesis and Strategy

Produce literature reviews, synthesis memos, research roundups, and background briefings
Support deep-dive research projects across the Lab’s core focus areas
Connect empirical findings to broader questions involving education, social development, democratic life, institutional trust, and human flourishing

3. Emerging Technology Research

[truncated]

4. Supporting the Lab: Research Vetting and Quality Assurance

Help the lab maintain and grow its intellectual credibility.
Vet public-facing submissions and drafts for rigor, evidence quality, fairness, and accuracy
Evaluate whether arguments appropriately reflect the broader state of the field and the lab’s standards for evidence
Provide ongoing QA support across research and writing projects throughout the lab
Help ensure consistency between academic evidence, public claims, and strategic communications

Screenshot 3 of 3 of the job posting available at: https://apply.interfolio.com/188031

The text reads:

Expectations

Operate as a highly collaborative thought partner across research, writing, and strategy
Work flexibly across fast-moving projects with rapid turnaround times
Engage constructively with multiple perspectives while helping represent the broader voice and goals of the lab
Balance independent thinking with the ability to channel and support the perspectives of different authors and collaborators
Contribute to building the broader Tech & Society Lab ecosystem as the leading authority on technology and human flourishing

In compliance with NYC’s Pay Transparency Act, the annual base salary range for this position is $100,000-$250,000. New York University considers factors such as (but not limited to) the specific grant funding and the terms of the research grant when extending an offer.

Qualifications

Required

Master’s degree in psychology, sociology, education, data science, public policy, or related field (or equivalent experience).

Strong quantitative and analytical skills, with experience working with large datasets.

Excellent writing and communication skills, with ability to translate research for broad audiences.

Ability to rapidly synthesize complex research into clear narratives for broad audiences

Experience managing multiple projects with high attention to detail and deadlines

Commitment to honest, constructive dialogue and rigorous truth-seeking

Preferred

Experience writing for major media outlets, think tanks, or academic/public platforms
Knowledge of youth mental health, education, or technology and society scholarship
Understanding of major datasets or survey research a plus

Rob Wisc@robwisc· May 27

On the left, the petition nomination process described in the AHA constitution. www.historians.org/about/govern... On the right, the current petition nomination process described by the AHA Executive Committee. www.historians.org/news/aha-ele... Odd.

A screenshot of Article VIII, Section 1(a), of the AHA Constitution in the first link in the skeet.

Highlighted text in that screenshot reads: "Nominations may also be made to any of the foregoing positions by petition supported by the signature of not less than one hundred members of the Association in good standing indicating the position for which the petition is intended."

A screenshot of two sentences in the message from the the AHA Executive Committee in the second link in the skeet.

The text in the screenshot reads: "Now these groups have used the “by petition” clause in the AHA bylaws to generate a full slate of candidates, the majority of whom sit on HPAD’s own steering committee or advisory board, to oppose the candidates put forward by the member-elected Nominating Committee. The petitions for their nomination were signed by about 200 members (less than two percent of our over 10,000 members)."

Rob Wisc@robwisc· May 27

Unions even have federal laws banning officers and staff from engaging in electioneering! www.dol.gov/agencies/olm...

A screenshot of the "Campaign Guidelines" section of the DOL page linked in skeet. The text of the screenshot reads:

Campaign Guidelines

Notify candidates (in writing or by holding a meeting) of all election and campaign rules including the right to inspect the union's membership list, the right to have the union distribute campaign literature to members at each candidate's expense, and the right to have observers at the polling place and the tally of ballots.

Advise candidates and current officers about the prohibition against the use of union and employer funds (including cash, facilities, equipment, supplies, and campaigning on time paid for by the union or employer) to support any person's candidacy in a union officer election.

Allow candidates to inspect (not copy), once within 30 days before the election, a list of all members subject to a collective bargaining agreement which requires union membership as a condition of employment.

Make arrangements to comply with all reasonable requests by a candidate to distribute campaign literature to members at the candidate's expense. If necessary, the union should employ additional temporary staff or a professional mailer to handle requests.

Treat all candidates equally. For example, if any candidate is allowed to give a campaign speech at a union meeting or publish an article in the union's newspaper, all candidates for that position should be advised of and given the same opportunity.

Rob Wisc@robwisc· May 25

I have very little hope that editors at Ed Week will ever ask Hess to make meaningful changes to his polemics. In fact, the current column Ed Week is promoting was published days earlier on AEI's blog. Ed Week is happy to recycle think-tank content while promoting it as a new article.

A link to the text of the same article in the quoted Ed Week skeet published on the AEI blog on May 18.

Link: https://www.aei.org/education/the-future-of-federal-education-research/

Rob Wisc@robwisc· May 25

What is Hess's big suggestion for IES? That the Institute should severely restrict providing funding to educational researchers who do more than collect statistical national education data.

A screenshot of an op ed by Hess. The text in the screenshot reads:

"Most of what IES does, however, is not the kind of invaluable data collection I’m talking about. Instead, much of what the agency does is pay university researchers and assorted contractors to produce an array of evaluations, studies, and guides of uncertain value. If IES’ unique role is providing useful, credible evidence to inform policy and practice, much of what results doesn’t meet that bar. Put simply, the field of education research is mostly not focused on producing reliable findings of general import; it isn’t tackling pressing concerns, devotes little attention to practical questions, and evinces an unfortunate taste for ideological agendas. Even IES’ “What Works” products, intended to be useful, tend to be underutilized—perhaps because they feature more supposition and low-grade evidence than compelling substantiation of reliable practices."

Link to full article: https://rickhessoneducation.substack.com/p/whats-next-for-ies

Rob Wisc@robwisc· May 25

Within the first two sentences of this "new" piece, Hess links to two of his other op eds with the same argument. The DOGE cuts at IES are good, actually, because they will let us make radically remake IES. Its a shame they had to be so chaotic, but a measured approach would not work.

A screenshot of an op ed by Hess. The text in the screenshot reads:

"In education circles, the presumption was that I’d share this outrage. I don’t, which has surprised a lot of people—probably because I’ve long argued that Washington has a vital role to play when it comes to education research and data. And while I’m troubled by Team DOGE’s chaotic execution, I do believe there’s much at IES that deserves to be cut or overhauled. Long experience has given me little cause to suspect that a more measured approach would yield any meaningful change."

Link to full article: https://www.educationnext.org/ies-goes-under-the-axe-doge-institute-of-education-sciences/

Rob Wisc@robwisc· Apr 21

Zimmerman (2022) looked at the fights in K12 public education after Covid lockdowns and wrote that most "religion-inflected conflicts [had] cooled" as the "liberal side" had won on issues related to school prayer, sex education, and trans rights. Forgive me if I do not trust his political analysis.

A screenshot of the first two paragraphs from the conclusion of Zimmerman (2022) Whose America? that read:

In November 2016, a few days aft er Donald Trump was elected president, historian Daniel K. Williams predicted that Trump would “end the culture wars.” A leading scholar of conservative Christianity, Williams noted that Trump had maintained “libertarian views on abortion and gay rights” and “evinced little interest in the religious right’s agenda.” Under President Trump, Williams anticipated, the United States would continue its shift away from “national moral regulation.” The culture wars were pretty much over, in short, and the liberal side had won.

Williams was half- right. Although abortion continued to divide the
body politic, most other religion- infl ected confl icts cooled. Aft er years of trying to amend the Constitution to allow school- led prayer, the Christian Right gave up. Th e controversies over sex education and evolution instruction waned as well, in part because opponents increasingly opted out of public schools altogether. And conservatives lost the battle on same- sex marriage, too, as every demographic except elderly Republicans came to accept it. Even transgender rights showed a steady increase in support, which was unimaginable a few years earlier.

Rob Wisc@robwisc· Apr 21

It does not seem like a grand conspiracy that syllabi featuring prominent critics of Alexander, for instance, also assign Alexander as reading... If I am assigning a direct critique of The New Jim Crow, I would want my students to have read that book.

A screenshot Table 2 on p. 12 of Shields, Avnur, & Muravchik's "Frequency with which Alexander is Taught in Courses that Assign her Critics." The table is titled "Frequency with which Prominent Critics are Assigned with Alexander's The New Jim Crow."

Rob Wisc@robwisc· Apr 21

The analysis of Shields, Avnur, & Muravchik takes specific "canonical" texts and compares their inclusion in syllabi to the inclusion of specific critics of those canonical texts.

A screenshot of two paragraphs on p. 4 of Shields, Avnur, & Muravchik's "Closed Classrooms? An Analysis of College Syllabi on Contentious Issues" that reads:

Additionally, we flipped these analyses to see how often the most important critics of these canonical texts are taught with like-minded thinkers. Here again, we asked whether they are taught along with the canonical texts they are criticizing — or are the critics simply taught with other voices that tend to reinforce their central claims?

To varying degrees, we found a strong asymmetry: While some of the most important voices like Alexander’s, Said’s and Thomson’s are routinely taught, their critics are not generally assigned along with them. And when we flip the analysis to see how often the critics are assigned along with the canonical texts, we find that they generally are taught together. In other words, in the comparatively rare cases when
these critics are assigned, they are apparently taught to widen the conversation, not cement a different orthodoxy. That suggests a minority of professors do teach these intellectual controversies.

Rob Wisc@robwisc· Jan 26

The Growth Data FAQ page from the Cal Dept of Ed provides more context about the data used to determine the growth measurements: www.cde.ca.gov/ta/ac/growth...

A screenshot of a section of text in the linked FAQ. Two of the questions in the FAQ have been expanded in the screenshot. The text of those questions and answers is:

How are growth scores calculated?

First the expected growth score needs to be calculated. To do this, all students who completed the assessment in the current year are grouped together by grade level, with their current year scores on one single assessment along with their previous assessment scores in both ELA and math. For example, all students in Grade 4 who took the ELA assessment in 2024–25 would have their current year scores along with their 2023–24 Grade 3 ELA assessment and 2023–24 Grade 3 math assessment scores. All of that information is used to calculate the score expected of those students in 2024–25 in grade 4. We then compare their actual score on the 2024–25 Grade 4 ELA assessment to the expected score calculated using the growth model.

How many years of data are used to calculate average growth scores?

Individual student growth scores are calculated using two years of assessment data. For the 2025 Dashboard, assessment data from 2023–24 and 2024–25.

Average growth scores, however, are calculated using either one year or two years of student growth scores. A simple average growth score, using only one year of student growth (for the 2025 Dashboard, two years assessment results from 2023–24 and 2024–25), is valid and reliable when it’s based on many student scores. Therefore, a simple average is used to calculate average growth scores for student groups with more than 500 students in an LEA. However, low year-to-year stability was found when using just one year of growth at other aggregation levels. To increase the accuracy of these average growth scores, California uses a weighted average of two years of growth scores (that is, three years assessment results from 2022–23, 2023–24, and 2024–25) at the LEA, school, and school student group levels.

Rob Wisc@robwisc· Jan 26

The "Additional Resources" linked on that page are mostly State Board of Education items and memos. The July 2025 SBE Item describes how the SBE determines the cut scores for the various levels on the growth measurements for schools. Table on p. 30 of linked document. www.cde.ca.gov/be/ag/ag/yr2...

Screenshot of Table 5 on p. 30 of linked document. The text above the table reads:

Based on the distributions for LEAs from the 2024 Dashboard, CDE recommends that the SBE adopt the Growth Performance cut scores for ELA and Math as shown in Table 5.

Table 5: Suggested Cut Scores for ELA and Math Growth Performance

Table 5 has two columns and six rows. The first column is labeled Status Level; the second labeled Status Cut Score. The following text summarizes the table in the format "Status Level" [dash] "Status Cut Score":

Level 1 - 20.1 points below or fewer
Level 2 - 20 points below to fewer than 5 points below
Level 3 - 5 points below to fewer than 5 points above
Level 4 - 4 points above to fewer than 20 points above
Level 5 - More than or equal to 20 points above

Rob Wisc@robwisc· Jan 26

Here is how the Cal Dept of Ed explains their growth model: www.cde.ca.gov/ta/ac/acctgr...

Screenshot of a section of the linked website that reads:

How Do We Measure Student Growth in California on the Dashboard
California’s student growth methodology uses the statewide Smarter Balanced results from students in grades four through eight in both ELA and math. Students who take assessments outside of these grades, or those that take the California Alternate Assessments (CAAs) are not included in the measurement.

The first step in calculating individual student growth scores for a subject area (ELA or Math) is to determine the student’s expected test score. The expected test score is determined by looking at students who had similar test scores in the previous grade and then evaluating their typical test scores in the current year. Once expected test scores are determined for each student, the difference between student's expected test scores and their actual test scores are compared to arrive at their individual growth scores.

These individual scores are averaged for students at the district, school, and student group levels, using either a simple average—when there are large numbers of students, or a weighted average— when there are small numbers of students.

For a complete and in-depth technical review of the growth model methodology, please view the Additional Resources made available at the end of this web page.

Rob Wisc@robwisc· Dec 11

This week UNC System President Hans said he was committed to academic freedom. This same week, he is working to steal the intellectual property of instructors. Pay attention to what Hans does, not what Hans says.

Screenshot of two paragraphs from a News & Observer article linked here: https://www.newsobserver.com/opinion/article313573466.html

The text in the screenshot reads:

Hans said in an interview on UNC-TV this week that the university will protect academic freedom.
Academic freedom is “a bedrock principle embedded in the DNA of the university,” he said. “We’re committed to the freedom of our faculty to pursue knowledge without fear of censorship or punishment. That hasn’t changed, and it won’t change. What has changed, of course, is the political climate that we live in. And people being very critical of any teaching or research that they may not agree with.”

The screenshot includes a link to this interview: https://video.pbsnc.org/video/peter-hans-o62w5y/

Rob Wisc@robwisc· Dec 11

As faculty have highlighted: this intellectual theft—considering syllabi the product of "work for hire"—will severely limit teaching and learning. The UNC System is claiming that it has the ultimate control over all course syllabi.

Rob Wisc@robwisc· Dec 11

This flies in the face of what many university leaders have been telling instructors: that syllabi represent instructor's work. See screenshots below for statements from a UNC-CH media spokesperson and UNC-CH's Interim Provost Jim Dean.

Screenshot of a paragraph from an Inside Higher Ed article linked here: https://www.insidehighered.com/news/faculty-issues/academic-freedom/2025/07/29/conservative-org-requests-materials-70-chapel-hill#

The text in the screenshot reads:

Chapel Hill says it’s a faculty member’s right not to share their course information. Though the media relations office didn’t provide an interview Monday, a university spokesperson wrote in an email, “The University has not responded to this public records request and is still in the process of identifying what—if any—records will be produced. Course materials, including but not limited to exams, lectures, assignments and syllabi, are the intellectual property of the preparer and are owned by the preparer as non-traditional work.”

Screenshot of two paragraphs from a WUNC article linked here: https://www.wunc.org/education/2025-09-09/who-owns-a-public-university-syllabus

The text in the screenshot reads:

But there are many exceptions that protect confidential information like ongoing research or students' personal records. UNC-Chapel Hill administrators have made it clear they believe that exemption also extends to syllabi, lecture notes, and other course materials.

"Faculty members have the opportunity to provide their course materials to whoever is doing the request, but are explicitly not required to do so," said Interim Provost Jim Dean at a faculty council meeting last week. "Per university and UNC System policy, the faculty member is the holder of the copyright for their course materials. I think that's a really important point to stress."

Rob Wisc@robwisc· Dec 11

Another aspect of UNC System President Hans's push to create an online repository for all syllabi: Hans claims that the university system owns the copyright to any syllabi created by instructors.