Along with “diagram a sentence” (loved that one Jeff), bring back cursive writing, the Week Reader, the SRA reading program, the State reports (Utah my choice), daily current events, and oral and written book reports. PTA? God. Am I that old? Am I normal?
You are normal, Ken. School cirriculums are not teaching kids how to fish to fed themselves, but how to get other people (pl.) to do it for them. School choice!
The purpose of education is to teach children how to think. The purpose of indoctrination is to teach children what to think. Public schools are no longer educating our children.
Every time I run this simple math test on a young cashier, my husband cringes knowing it will end badly. I throw in 2 pennies if my cash total at the register ends in a 7. For example, if I hope to get a quarter back when my coffee cost $4.77, I hand the cashier $5.02. Simple math, right? Wrong. Our education system yields not a quarter and a smile but, rather, an annoyed or puzzled stare at the quandry that landed in the young person's hand.
Every parent and grandparent must take an interest in their children's education. The good teachers desperately seek your help, while the bad teachers delight in your apathy. No matter how small you think you can only contribute, believe me, it all adds up and results in happier and healthier students. Thank you for the article, Jeff, and no matter the disappointing statics and astronomical costs of education, we need to know who is doing what with our money and children.
The education system is severely broken. The left has made it their project to dumb down America. The endless money pit that they enjoy and profit from is addictive and absurd. No accountability to measure their competence in their job performance. What other occupation would allow our return on investment to be so radically poor? None! Now with AI the teachers can go have coffee and leave the teaching to the net. The youth of today are not the people I trust to be informed of the real world. SAD!
Schools are indoctrination centers. Society has been reduced to those who are oppressed, and the oppressors, but the oppressing teachers escape the lesson plan as any good oppressive socialist with control does.
I feel bad for the teachers who are in it for the altruistic reasons why society has demanded there be teachers. The rest of them turn my stomach.
Interesting number. I just did the numbers yesterday for the DDA program run by the three local NGO /Private companies.(Jones Associates etc)
The DDA Breakdown.
Total Spent: $305,000 ($300,000 base + $5,000 added)
Target Population: 1,600 individuals (2% of 80,000)
Per Capita Spending: $190.63 per person.
That's not bad.
But the $305,000 spent on county-level DDA contracts (like Pierce, Jones & Associates) is only one piece of the puzzle. In Washington State, employment services for this population use a "braided funding" model where federal/state DVR money and county DDA money are layered on top of each other. Now lets add all the layers.
Adding the state payroll to your calculation uncovers the largest hidden expense in the system. When you factor in state-paid caregivers—known in Washington as Individual Providers (IPs)—the budget scales dramatically because the state pays their wages directly via Consumer Direct Washington (CDWA) on behalf of the DSHS. If you add that payroll onto your base of $305,000, the math completely changes:📈 The Added State Payroll Costs
Direct support professionals and individual care providers in Washington make an average base wage of $20.12 to $23.00+ per hour depending on experience and location.
Average State Benefit Allotment: The state authorizes an average of roughly 100 hours of personal care per month per client for standard DDA community waivers.
The Cost Per Client: At an estimated $21/hour, the state payroll cost for just one individual's direct caregiver is roughly $2,100 per month, or $25,200 per year.
💡 The Big Picture
By adding the state payroll, your per capita cost for the actively served segment of that 2% population jumps from your initial $190 infrastructure estimate to nearly $27,000 per person annually in direct-care labor.
Doesn't the climate migrant take on a whole new importance now. The system lacking students averaging 25-30 grand per head from the tax payer. Its not about the results its about creating a government union trough.
Why do you think some school officials now want later start times and 4 day weeks? Why little or no homework? It’s racist, don’t you know? Nothing to do with the fact kids have a harder time concentrating. Their homes are as bad or worse than the schools.
Seems there is an issue authorities don’t want to address. Over forty years of it. It has now created an epidemic, a mental health crisis and stupidity crisis.
Look up Berkeley Labs’ study of the impact of 1,000 ppm CO2 on learning. (Sponsored by NIH. Read their summary too). There are more serious mental and medical problems that are not discussed.
How about more fresh air for teachers and their students? Why are females taking over teaching? Why were there no adult males killed at Sandy Hook?
Why are more males affected by SIDS, autism, and ADHD?
Why are boys the first to become distracted and act up in school?
Here’s how you reduce anxiety, mental illness, ADHD, violence, and more in your school - learn what our ancestors knew. Study a school built in the 1920s after the Tenement House Acts and the Spanish Flu.
Notice they didn’t provide just one source of incoming fresh air that could be filtered/masked. They did the opposite.
High ceilings that increased the total air volume, so the exhaled CO2 remained a smaller portion of the air, lower parts per million, many tall windows that opened at top and bottom for good air circulation and to bring in fresh air and let stagnant air out. Window sills close to the floor below the level of students noses seated at desks. CO2 is 50% heavier than air and tends to go down, filling a room from the bottom up. A window opened at the bottom allowed the CO2 to escape before getting back up to nose level.
Plus, each room provided its own ventilation, so kids weren’t breathing the same air as kids in another room.
The “class size” complaints you may have heard teachers make today is really because of the CO2 and poor ventilation. The average class of 20 students now has CO2 in their air as if 46 were there.
Kids weren’t sexually confused or shooting other kids before tighter homes and schools with high exhaled indoor CO2 and poor ventilation because of climate lies.
In 1995, the CDC said to treat violence as a health issue. What did they know and hide?
Was this the beginning and excuse to over prescribe opioids?
Did Behavioral Health Pill Mills appear everywhere?
BTW, the result of tighter buildings is more energy use.
Can you guess why we were more civil when ashtrays were everywhere? Healthier too.
Ferguson’s hatred of Republicans is keeping every child in Washington state from accessing a FREE $1,700 k12 education voucher created in the One Big Beautiful Bill
Our public educational system currently "grabs" over $250,000.00 per student K through 12~?
A quarter of a million dollars??? EACH CHILD??? What if we cut that in half and actually taught these young folks how to think for themselves, how to manage money, and a REAL skill or trade, so that they could work right out of school? Perhaps have a Trust account, beyond the greedy claws of government or "others", for the other half of that money, $125,000.00, so these young High School graduates had the seed money for their future and started to learn the value of how to Invest for their own success~! Yes, thank you, Patriot Jeff Tozzer~! The so-called "Clallam Indians" have been PAID IN FULL long ago, and at this point they have been paid, by hook AND by crook, a great many more times on top of that, and by Americans that were also victimized by the same government in many ways~! How is it "equitable" (fair) to steal money from one group of victims, to hand it to another? Enough with the governments underhanded backstabbing "shell game of blame", when it has ALWAYS been the government that was the cause of the problem in the first place~!!!
When you factor in the double-taxation numbers, Washington families are effectively paying twice for education. This happens because residents pay federal income taxes that fund nationwide educational grant programs, but the state refuses to accept hundreds of millions of those dollars back. At the same time, the legislature passes new state-level taxes to bridge the gap. When you add these uncollected federal dollars and local enrichment levies back into the equation, the true economic cost per student is much higher than the reported baseline.
💸 The Hidden Cost Matrix (Per-Student Breakdown)$19,603: The state's reported baseline operational spending per pupil.+$700: The Unclaimed Federal Subsidy. Washington chooses to leave over $700 million a year in federal educational scholarship and tax credit funding completely unclaimed.
When divided across the state’s roughly 1 million K-12 students, this equates to a loss of about $700 per student. Because Washingtonians still pay federal taxes, this money is effectively redirected to other states that have opted into the program.+$3,247: The Local Levy Overlap. Under the state Supreme Court's historic McCleary decision, the state was legally ordered to fully fund basic education using state property taxes to eliminate an unfair reliance on local school levies.
However, the state legislature subsequently raised the cap on local enrichment levies. Local taxpayers are now hit twice: they pay a higher statewide property tax plus up to $3,247 per student in localized property tax levies to prevent school district budget collapses.$23,550: The True Total Economic Cost per student when stacking the baseline spending, the double-tax penalty of the missed federal money, and local levy property tax overlap.
🏛️ The Structural Shell Game
This compounding cost structure explains why Washington ranks near the top nationally in per-pupil funding revenue (exceeding $21,000 to $23,500 depending on how capital debt is stacked). Yet, classrooms continue to experience shortages:
Oversight Avoidance: By turning away the $700 million in federal matching programs, the state avoids strict federal auditing and student-level standardized tracking metrics. This allows the state to retain full regulatory control over its curriculum, even if student performance lags.
Revenue Shifting: When the state implemented highly publicized new funding sources—like the 9.9% millionaires wage tax—the revenue did not serve as a net addition to classrooms. Instead, the legislative majority simultaneously approved over $1 billion in cuts to K-12 education, early learning, and childcare subsidies. The new tax streams effectively insulated the state's General Fund, allowing lawmakers to shift resources away from schools while claiming education was being prioritized.
Total burn on taxpayers in Washington
The total financial "burn" on Washington taxpayers for public K-12 education has reached a record $42.3 billion. When evaluating how this macro budget translates to individual household expenses, the burden stems from a highly uncompetitive, regressive tax structure that layers multiple hidden and overt costs onto residents.
According to the Tax Foundation, Washington ranks as the 45th worst state in the nation for tax competitiveness, largely due to hidden business-to-consumer tax structures. The cumulative taxpayer impact operates on three distinct levels:
When you ask to meet with your students teachers after school, they open a big can of whoop ass on you.
Yes, I was the victim. Seven teachers staying after 2:20 plus no matter my complaint, the teachers Union takes care of its own. I felt stripped to the bone and flesh thrown at these creatures. We transferred her to private school. I know many can’t afford that, but if you don’t get them through 12 th grade, college money saved will be a moot point. I tried to get the final building cost of the new high school in Vancouver and it took me everywhere but the all-in cost to stake holders.
This four story monster, in a deeply established neighborhood, where no more single homes can be built or any type of building.
Lots have been sold for over 30 years, neighborhood is all filled up! Why so much expansion in size as student population drops 1-3 percent per year and has done so for 20 years. I have no idea if the learn the native history lessons. Math, reading and writing understandable sentences would delight me.
Plus getting all the seniors to graduation. The money tree will become deciduous some time soon.
I think they know they have a per student budget, but don't have the students, so they intentionally don't take federal dollars to avoid showing that paper trail.
You are right to seek results from private school. They are not afraid of them.
Jeff, you argue that Washington schools need better results, sure, but you do not prove that tribal curriculum caused the problem. That is a major gap in your case. If you want your audience to believe that classroom time spent on Washington tribal history is hurting reading, writing, or math, you need to show actual evidence, not just suggest a link by placing the topics side by side. By that logic, should we also blame tribal history for declines in students’ attention spans, or for their increased addiction to screens at home and in school? In any of those cases, you are the one who needs to prove it.
You also create a false choice. Teaching tribal sovereignty, treaties, and Native history is not “activism”; it is part of Washington history and civic literacy. Students can learn those subjects and still receive strong instruction in core academics. What is your hard evidence that one has anything to do with the other?
The real question is not whether schools can do better in teaching fundamentals. Of course they can. The question is whether your article can prove that this curriculum is the reason outcomes are weak. Right now, it cannot. You do not show how much instructional time is involved, what academic content it replaced, or whether it had any measurable effect on achievement.
If you want a serious debate about school performance, start with data on staffing, attendance, literacy instruction, curriculum time, and spending priorities. Until then, your argument relies more on insinuation than proof. What your audience should really be taking away from this report is that you are reaching awfully hard to cast tribes in a negative light. Jeff, it’s not subtle — and it’s certainly not persuasive.
Lastly…The repeated use in your articles of phrases like “this raises legitimate questions” and “parents might reasonably ask” is also telling. Those are not neutral reporting devices; they are rhetorical cushions that let a writer float suspicion while avoiding responsibility for the claim itself. In a news or opinion piece, that kind of wording can create the appearance of fairness while still nudging readers toward a conclusion (or a tired narrative) the evidence does not actually support. If you want to make an accusation, make it openly and defend it; if you are reporting, do not hide behind vague insinuations dressed up as common sense. Speak for yourself, not for some nebulous “others.”
What do you think of the costs and geaurocratic layer the ESDs in WA state have on funding that could go to the kids vs lining the pockets of retired administrators and other former school positions?
Where is all the money going? A lot of it is going to increased administrative staff.
"The number of district administrators in U.S. public schools has grown 87.6 percent between 2000 and 2019 compared to student growth at 7.6 percent and teacher growth at 8.7 percent."
Don't forget the Education School Districts (ESDs) in WA state. Stoffer is on the board of the Olympic branch fresh after he feigned not being able to continue with the Sequim school district. These are another level of state oversight beaurocracy. More wasted money that could be going to students.
Teaching history is something I've never understood. Not all history can be taught, 100% impossible to do so which begs the question who chooses what is taught, and I'll take it a step further, to what end?
People state, "Never forget," but last week's news (which is history) has already been forgotten. So what's the difference? History looks backwards while society moves forward. Isn't that a disconnect? Math and reading are examples of looking forward for a student. History of any kind I'll posit does nothing for a student to become a contributing member of society.
I find learning history analogous to being part of say the chess club. It's interesting, if you're interested then spend your time with it, but it's not a core subject students need to spend time with in order to get a job and support themselves.
Along with “diagram a sentence” (loved that one Jeff), bring back cursive writing, the Week Reader, the SRA reading program, the State reports (Utah my choice), daily current events, and oral and written book reports. PTA? God. Am I that old? Am I normal?
You are normal, Ken. School cirriculums are not teaching kids how to fish to fed themselves, but how to get other people (pl.) to do it for them. School choice!
The purpose of education is to teach children how to think. The purpose of indoctrination is to teach children what to think. Public schools are no longer educating our children.
Perfect analysis
I'm proud of every family that chooses home schooling their children to side step the "Indoctrination" of our young minds and our future.
Thanks Jeff and all. Have a great day...
Every time I run this simple math test on a young cashier, my husband cringes knowing it will end badly. I throw in 2 pennies if my cash total at the register ends in a 7. For example, if I hope to get a quarter back when my coffee cost $4.77, I hand the cashier $5.02. Simple math, right? Wrong. Our education system yields not a quarter and a smile but, rather, an annoyed or puzzled stare at the quandry that landed in the young person's hand.
😁
Keep teaching, Rita.
That is great, cheap entertainment, Rita.
It's my 2 cents worth.
Every parent and grandparent must take an interest in their children's education. The good teachers desperately seek your help, while the bad teachers delight in your apathy. No matter how small you think you can only contribute, believe me, it all adds up and results in happier and healthier students. Thank you for the article, Jeff, and no matter the disappointing statics and astronomical costs of education, we need to know who is doing what with our money and children.
"It takes a village..."; however, not measured monetarily.
The education system is severely broken. The left has made it their project to dumb down America. The endless money pit that they enjoy and profit from is addictive and absurd. No accountability to measure their competence in their job performance. What other occupation would allow our return on investment to be so radically poor? None! Now with AI the teachers can go have coffee and leave the teaching to the net. The youth of today are not the people I trust to be informed of the real world. SAD!
Schools are indoctrination centers. Society has been reduced to those who are oppressed, and the oppressors, but the oppressing teachers escape the lesson plan as any good oppressive socialist with control does.
I feel bad for the teachers who are in it for the altruistic reasons why society has demanded there be teachers. The rest of them turn my stomach.
Interesting number. I just did the numbers yesterday for the DDA program run by the three local NGO /Private companies.(Jones Associates etc)
The DDA Breakdown.
Total Spent: $305,000 ($300,000 base + $5,000 added)
Target Population: 1,600 individuals (2% of 80,000)
Per Capita Spending: $190.63 per person.
That's not bad.
But the $305,000 spent on county-level DDA contracts (like Pierce, Jones & Associates) is only one piece of the puzzle. In Washington State, employment services for this population use a "braided funding" model where federal/state DVR money and county DDA money are layered on top of each other. Now lets add all the layers.
Adding the state payroll to your calculation uncovers the largest hidden expense in the system. When you factor in state-paid caregivers—known in Washington as Individual Providers (IPs)—the budget scales dramatically because the state pays their wages directly via Consumer Direct Washington (CDWA) on behalf of the DSHS. If you add that payroll onto your base of $305,000, the math completely changes:📈 The Added State Payroll Costs
Direct support professionals and individual care providers in Washington make an average base wage of $20.12 to $23.00+ per hour depending on experience and location.
Average State Benefit Allotment: The state authorizes an average of roughly 100 hours of personal care per month per client for standard DDA community waivers.
The Cost Per Client: At an estimated $21/hour, the state payroll cost for just one individual's direct caregiver is roughly $2,100 per month, or $25,200 per year.
💡 The Big Picture
By adding the state payroll, your per capita cost for the actively served segment of that 2% population jumps from your initial $190 infrastructure estimate to nearly $27,000 per person annually in direct-care labor.
Doesn't the climate migrant take on a whole new importance now. The system lacking students averaging 25-30 grand per head from the tax payer. Its not about the results its about creating a government union trough.
Why do you think some school officials now want later start times and 4 day weeks? Why little or no homework? It’s racist, don’t you know? Nothing to do with the fact kids have a harder time concentrating. Their homes are as bad or worse than the schools.
Seems there is an issue authorities don’t want to address. Over forty years of it. It has now created an epidemic, a mental health crisis and stupidity crisis.
Look up Berkeley Labs’ study of the impact of 1,000 ppm CO2 on learning. (Sponsored by NIH. Read their summary too). There are more serious mental and medical problems that are not discussed.
How about more fresh air for teachers and their students? Why are females taking over teaching? Why were there no adult males killed at Sandy Hook?
Why are more males affected by SIDS, autism, and ADHD?
Why are boys the first to become distracted and act up in school?
Here’s how you reduce anxiety, mental illness, ADHD, violence, and more in your school - learn what our ancestors knew. Study a school built in the 1920s after the Tenement House Acts and the Spanish Flu.
Notice they didn’t provide just one source of incoming fresh air that could be filtered/masked. They did the opposite.
High ceilings that increased the total air volume, so the exhaled CO2 remained a smaller portion of the air, lower parts per million, many tall windows that opened at top and bottom for good air circulation and to bring in fresh air and let stagnant air out. Window sills close to the floor below the level of students noses seated at desks. CO2 is 50% heavier than air and tends to go down, filling a room from the bottom up. A window opened at the bottom allowed the CO2 to escape before getting back up to nose level.
Plus, each room provided its own ventilation, so kids weren’t breathing the same air as kids in another room.
The “class size” complaints you may have heard teachers make today is really because of the CO2 and poor ventilation. The average class of 20 students now has CO2 in their air as if 46 were there.
Kids weren’t sexually confused or shooting other kids before tighter homes and schools with high exhaled indoor CO2 and poor ventilation because of climate lies.
In 1995, the CDC said to treat violence as a health issue. What did they know and hide?
Was this the beginning and excuse to over prescribe opioids?
Did Behavioral Health Pill Mills appear everywhere?
BTW, the result of tighter buildings is more energy use.
Can you guess why we were more civil when ashtrays were everywhere? Healthier too.
conspAIRacy.com/evilcdc.html
Ferguson’s hatred of Republicans is keeping every child in Washington state from accessing a FREE $1,700 k12 education voucher created in the One Big Beautiful Bill
Our public educational system currently "grabs" over $250,000.00 per student K through 12~?
A quarter of a million dollars??? EACH CHILD??? What if we cut that in half and actually taught these young folks how to think for themselves, how to manage money, and a REAL skill or trade, so that they could work right out of school? Perhaps have a Trust account, beyond the greedy claws of government or "others", for the other half of that money, $125,000.00, so these young High School graduates had the seed money for their future and started to learn the value of how to Invest for their own success~! Yes, thank you, Patriot Jeff Tozzer~! The so-called "Clallam Indians" have been PAID IN FULL long ago, and at this point they have been paid, by hook AND by crook, a great many more times on top of that, and by Americans that were also victimized by the same government in many ways~! How is it "equitable" (fair) to steal money from one group of victims, to hand it to another? Enough with the governments underhanded backstabbing "shell game of blame", when it has ALWAYS been the government that was the cause of the problem in the first place~!!!
Free Americans to pull their own weight~!
Sincerely, Mike
This is so sad for students.
Adults are not doing them any favors at all.
Add double tax numbers
When you factor in the double-taxation numbers, Washington families are effectively paying twice for education. This happens because residents pay federal income taxes that fund nationwide educational grant programs, but the state refuses to accept hundreds of millions of those dollars back. At the same time, the legislature passes new state-level taxes to bridge the gap. When you add these uncollected federal dollars and local enrichment levies back into the equation, the true economic cost per student is much higher than the reported baseline.
💸 The Hidden Cost Matrix (Per-Student Breakdown)$19,603: The state's reported baseline operational spending per pupil.+$700: The Unclaimed Federal Subsidy. Washington chooses to leave over $700 million a year in federal educational scholarship and tax credit funding completely unclaimed.
When divided across the state’s roughly 1 million K-12 students, this equates to a loss of about $700 per student. Because Washingtonians still pay federal taxes, this money is effectively redirected to other states that have opted into the program.+$3,247: The Local Levy Overlap. Under the state Supreme Court's historic McCleary decision, the state was legally ordered to fully fund basic education using state property taxes to eliminate an unfair reliance on local school levies.
However, the state legislature subsequently raised the cap on local enrichment levies. Local taxpayers are now hit twice: they pay a higher statewide property tax plus up to $3,247 per student in localized property tax levies to prevent school district budget collapses.$23,550: The True Total Economic Cost per student when stacking the baseline spending, the double-tax penalty of the missed federal money, and local levy property tax overlap.
🏛️ The Structural Shell Game
This compounding cost structure explains why Washington ranks near the top nationally in per-pupil funding revenue (exceeding $21,000 to $23,500 depending on how capital debt is stacked). Yet, classrooms continue to experience shortages:
Oversight Avoidance: By turning away the $700 million in federal matching programs, the state avoids strict federal auditing and student-level standardized tracking metrics. This allows the state to retain full regulatory control over its curriculum, even if student performance lags.
Revenue Shifting: When the state implemented highly publicized new funding sources—like the 9.9% millionaires wage tax—the revenue did not serve as a net addition to classrooms. Instead, the legislative majority simultaneously approved over $1 billion in cuts to K-12 education, early learning, and childcare subsidies. The new tax streams effectively insulated the state's General Fund, allowing lawmakers to shift resources away from schools while claiming education was being prioritized.
Total burn on taxpayers in Washington
The total financial "burn" on Washington taxpayers for public K-12 education has reached a record $42.3 billion. When evaluating how this macro budget translates to individual household expenses, the burden stems from a highly uncompetitive, regressive tax structure that layers multiple hidden and overt costs onto residents.
According to the Tax Foundation, Washington ranks as the 45th worst state in the nation for tax competitiveness, largely due to hidden business-to-consumer tax structures. The cumulative taxpayer impact operates on three distinct levels:
When you ask to meet with your students teachers after school, they open a big can of whoop ass on you.
Yes, I was the victim. Seven teachers staying after 2:20 plus no matter my complaint, the teachers Union takes care of its own. I felt stripped to the bone and flesh thrown at these creatures. We transferred her to private school. I know many can’t afford that, but if you don’t get them through 12 th grade, college money saved will be a moot point. I tried to get the final building cost of the new high school in Vancouver and it took me everywhere but the all-in cost to stake holders.
This four story monster, in a deeply established neighborhood, where no more single homes can be built or any type of building.
Lots have been sold for over 30 years, neighborhood is all filled up! Why so much expansion in size as student population drops 1-3 percent per year and has done so for 20 years. I have no idea if the learn the native history lessons. Math, reading and writing understandable sentences would delight me.
Plus getting all the seniors to graduation. The money tree will become deciduous some time soon.
I think they know they have a per student budget, but don't have the students, so they intentionally don't take federal dollars to avoid showing that paper trail.
You are right to seek results from private school. They are not afraid of them.
Weak reporting.
Jeff, you argue that Washington schools need better results, sure, but you do not prove that tribal curriculum caused the problem. That is a major gap in your case. If you want your audience to believe that classroom time spent on Washington tribal history is hurting reading, writing, or math, you need to show actual evidence, not just suggest a link by placing the topics side by side. By that logic, should we also blame tribal history for declines in students’ attention spans, or for their increased addiction to screens at home and in school? In any of those cases, you are the one who needs to prove it.
You also create a false choice. Teaching tribal sovereignty, treaties, and Native history is not “activism”; it is part of Washington history and civic literacy. Students can learn those subjects and still receive strong instruction in core academics. What is your hard evidence that one has anything to do with the other?
The real question is not whether schools can do better in teaching fundamentals. Of course they can. The question is whether your article can prove that this curriculum is the reason outcomes are weak. Right now, it cannot. You do not show how much instructional time is involved, what academic content it replaced, or whether it had any measurable effect on achievement.
If you want a serious debate about school performance, start with data on staffing, attendance, literacy instruction, curriculum time, and spending priorities. Until then, your argument relies more on insinuation than proof. What your audience should really be taking away from this report is that you are reaching awfully hard to cast tribes in a negative light. Jeff, it’s not subtle — and it’s certainly not persuasive.
Lastly…The repeated use in your articles of phrases like “this raises legitimate questions” and “parents might reasonably ask” is also telling. Those are not neutral reporting devices; they are rhetorical cushions that let a writer float suspicion while avoiding responsibility for the claim itself. In a news or opinion piece, that kind of wording can create the appearance of fairness while still nudging readers toward a conclusion (or a tired narrative) the evidence does not actually support. If you want to make an accusation, make it openly and defend it; if you are reporting, do not hide behind vague insinuations dressed up as common sense. Speak for yourself, not for some nebulous “others.”
What do you think of the costs and geaurocratic layer the ESDs in WA state have on funding that could go to the kids vs lining the pockets of retired administrators and other former school positions?
Where is all the money going? A lot of it is going to increased administrative staff.
"The number of district administrators in U.S. public schools has grown 87.6 percent between 2000 and 2019 compared to student growth at 7.6 percent and teacher growth at 8.7 percent."
https://www.americanexperiment.org/district-admin-growth-10x-greater-than-student-teacher-growth/
Don't forget the Education School Districts (ESDs) in WA state. Stoffer is on the board of the Olympic branch fresh after he feigned not being able to continue with the Sequim school district. These are another level of state oversight beaurocracy. More wasted money that could be going to students.
John Taylor Gatto
2 minutes of truth
https://youtu.be/l22WCMMSNfY?is=kycXHKtRfL_XMur9
Teaching history is something I've never understood. Not all history can be taught, 100% impossible to do so which begs the question who chooses what is taught, and I'll take it a step further, to what end?
People state, "Never forget," but last week's news (which is history) has already been forgotten. So what's the difference? History looks backwards while society moves forward. Isn't that a disconnect? Math and reading are examples of looking forward for a student. History of any kind I'll posit does nothing for a student to become a contributing member of society.
I find learning history analogous to being part of say the chess club. It's interesting, if you're interested then spend your time with it, but it's not a core subject students need to spend time with in order to get a job and support themselves.
I think history would be a great subject to learn from. The problem is they change the history nowadays to suit their agendas. Grrr.
Don't bite down MK. 😜