“Evers pulled these changes off by leveraging a tool known as the line-item veto, a power granted to governors in 44 states, which allows them to veto parts of a budget bill instead of the entire measure. Wisconsin, in particular, gives governors “uniquely powerful” line-item veto authorities for appropriations bills that allow them to target “sentences, words or in some cases even a single character or digit,” according to WisContext’s Will Cushman.”
“The bill also limits tenure protections for faculty members. Tenure is a lifetime academic appointment granted to professors who meet designated requirements and can be terminated only for cause or under extraordinary circumstances. Under the law, there must be a post-tenure review of state university faculty every five years to assess accomplishments and productivity, teaching duties, student evaluations, compensation, and potential improvement plans. Faculty members do not have the right to appeal grievances beyond the university president.
University presidents are now responsible for hiring, disciplining, and firing the school provost, deans, and full-time faculty. The law specifically instructs presidents to not be bound by the recommendations or opinions of faculty members when making hiring decisions. As part of their expanded role, presidents must also present yearly performance evaluations and salaries of any personnel earning more than $200,000 to the board of trustees.
Together, the law strengthens the powers of university leaders and weakens the autonomy of faculty members. The bill threatens academic freedom, according to AAUP, since it limits the teaching of certain topics in the general education curriculum and halts funding for DEI measures, among other limitations. Faculty told the AAUP that the laws are “Orwellian” and that Florida is a “canary in a coal mine.””
“Since 2013, Mississippi, Alabama, and Louisiana have all passed legislation mandating that teachers be trained in the “science of reading”—methods that typically center around phonics, an approach in which children are taught to read words by decoding the sounds that different letters or groups of letters make. Since these policies’ implementation, reading performance in these states has dramatically improved, even though reading scores there have historically been among the lowest in the nation.”
“The paper, set to be published later this year, is a new review of dozens of studies. It finds that when schools get more money, students tend to score better on tests and stay in school longer, at least according to the majority of rigorous studies on the topic.”
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“The findings seem like a remarkable turnabout compared to prior research from Hanushek, who had for four decades concluded in academic work that most studies show no clear relationship between spending and school performance. His work has been cited by the US Supreme Court and pushed a generation of federal policymakers and advocates looking to fix America’s schools to focus not on money but ideas like teacher evaluation and school choice.
Despite his new findings, Hanushek’s own views have not changed. “Just putting more money into schools is unlikely to give us very good results,” he said in a recent interview. The focus, he insists, should be on spending money effectively, not necessarily spending more of it. Money might help, but it’s no guarantee.
Hanushek’s view matters because he remains influential, playing a dual role as a leading scholar and advocate — he continues to testify in court cases about school funding and to shape how many lawmakers think about improving schools.”
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“The context matters, they say. Sometimes money is spent well; sometimes it’s spent poorly. Sometimes the effects are big; other times they are small or nonexistent. Just focusing on the overall effect masks this variation.”
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“Other researchers agreed that the variation in results is important, but that shouldn’t mean ignoring the overall impact. “The average effect still matters,” said West, the Harvard professor.”
“Student loan payments have been paused since the onset of the COVID-19 pandemic in March 2020. However, in the three years since the pause began, the economic and legal justification for the continued moratorium has grown increasingly weak.
Not only has the economy recovered in full force—leading to the lowest unemployment rate in over 50 years—but President Joe Biden himself has declared that “the pandemic is over.” Yet, student loan payments are still paused—with the same, flimsy justification that the pandemic emergency rages on and student loan borrowers simply can’t be expected to shoulder the unsurmountable burden of paying back their loans, especially with a Supreme Court ruling on sweeping student loan forgiveness eminent.
However, a new legal challenge has emerged to try to end the absurdity.”
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“The HEROES Act was passed in 2003 and allows the federal government to provide student loan relief to college students who withdraw from school in order to enter active military duty during a time of “war or other military operation or national emergency.”
While the Department of Education has long claimed that the COVID pandemic presents such a national emergency, the lawsuit contends that a yearslong student loan repayment pause is simply out of the HEROES Act’s scope.
The Act was explicitly designed to help a very specific group of Americans—those that leave school to serve in a war. “Recasting the HEROES Act from a statute permitting limited modifications for targeted groups (primarily those serving in the military during wartime) to one that can suspend payments and cancel interest for all 45 million borrowers is a change so significant” that it fundamentally revises the statue, the lawsuit states.”
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“The student loan repayment moratorium is one of the strangest holdovers of the COVID-era government spending spree. Whatever economic—and legal—justification to suspend loan repayment has long since expired, making each new extension seem more bizarre than the last.
In the meantime, the cost of the payment pause keeps ticking up. As the lawsuit notes, “The Moratorium has been wiping out $5 billion of assets owned by the United States every month for the past 32 months without any statutory authorization or appropriation, at a cumulative cost to taxpayers of $160 billion and counting.””
“The Florida Board of Education voted..to approve proposed regulations that will prohibit teachers from providing instruction on sexual orientation and gender identity in most classes in any grade of its public schools, expanding censorship of LGBT issues far beyond the stated goals of conservative politicians that they wanted only to protect very young children from overly sexualized discussions.
When Republican Florida lawmakers introduced and passed H.B. 1557, opponents quickly started calling it a “Don’t Say Gay” law. Florida Gov. Ron DeSantis shot back that the law was only for kindergarten through third grade, even sparring with a reporter at a press conference about the text of the law. He subsequently used a clip of that response in a self-promoting video.
DeSantis’ response now looks like misleading nonsense. The law not only banned discussion of sexual orientation and gender through third grade, but it also contained an additional prohibition on any such instruction in a grade where it “is not age-appropriate or developmentally appropriate for students.” The law did not define these terms, leaving it to the state’s Board of Education. That board has decided that almost all discussion of these issues is inappropriate in public schools.
The Miami Herald reports that the board voted..to approve a proposed rule that states that teachers “shall not intentionally provide classroom instruction to students in grades 4 through 12 on sexual orientation or gender identity unless such instruction is either expressly required by state academic standards … or is part of a reproductive health course or health lesson for which a student’s parent has the option to have his or her student not attend.””