Just from reading the preamble to Title IX of the Education Amendments of 1972, one would not suspect it was the preamble to 30 years’ of controversy, fights over interpretation, compliance tests, and the noxious slew of bureaucratic miasma that followed: “No person in the U.S. shall, on the basis of sex be excluded from participation in, or denied the benefits of, or be subjected to discrimination under any educational program or activity receiving federal aid.”
Racial and ethnic preferences in admissions and scholarships at Virginia state public universities can no longer be justified on the basis of remedying past discrimination, according to a memorandum from the office of Virginia Attorney General.
The U.S. war on terrorism was roundly decried Tuesday by the speakers at a North Carolina State University roundtable discussion on the war. The discussion was sponsored by the N.C. State Women’s Center, the Academic Study of Religion Club and Engineers Without Borders.
Among the successful attacks on President Bush’s education bill, already mauled by the education establishment and its pack of congressional Dobermans, is a provision to dump more federal money into training “certified” teachers. I suggest that a large part of the explanation for the poor student performance, however, is the fact that our teacher-education programs are often worse than useless.
The report “Measuring Up 2000” makes North Carolina look good in some respects and bad in others. But before rushing to praise state policymakers where the grades are high or criticize them where the grades are low, we need to examine several questionable assumptions that undermine the validity of those grades.
Increasing the amount of tax-free investment that parents contribute to education saving accounts (ESAs) would benefit middle and low- income families, according to Joe Barnett, a policy analyst with the National Center for Policy Analysis.