Zuckerberg in Louisiana: Mega-Corruption Case Study

 

How Meta Got Everything It Wanted in a Secret Louisiana Data Center Deal www.nytimes.com/2026/07/27/t...

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— James Horn (@schools-matter24.bsky.social) July 27, 2026 at 7:29 AM

Jerri Green and Marsha Blackburn: A Study in Contrasts

While Grandma Marsha spends her campaign funds fearmongering about the Chinese making nonexistent purchases of TN farmland, and ginning up hate with lies against brown and black immigrants, Democratic candidate, Jerri Green, mother of three school-age boys, has a detailed and multifaceted plan for her first term as Governor of Tennessee. Including education, which is a top priority.

From Andy Spears:

Green has said she supports suspending the state’s voucher program - so, at a minimum, halting future growth - so state funds can be directed toward public schools. 

Her campaign also spells out the framework for a comprehensive Pre-K-12 education agenda.

Jerri Green will:

• Fully fund K-12 public education—not siphon dollars into unaccountable voucher schemes

• Raise teacher pay and restore respect to the profession

• Expand access to school counselors, nurses, and support staff

• Protect honest, inclusive education—not censorship and political theater

• Invest in universal pre-K, special education, and rural schools

• Launch Public Service Year Program for high school graduates

• Waive GED testing fees and take testing to all corners of the state

• Start a dedicated childcare and early education fund, to include investments in afterschool and summer care programming for households making less than $75K a year

• Ensure every public high school provides mental health screenings any parent can opt their child into

• Set up a Special Education Equity Fund to ensure no students fall through the cracks as the Trump Administration cuts critical services for students with disabilities and special needs

• Set up a “Teach Every Student” fellowship to encourage more teachers to go into special education

• Use all possible medicaid dollars within schools to make sure students have the supports they need

Marsha Blackburn, the Drug Industry, and TN’s #3 Ranking in Drug Deaths

  

After Marsha Blackburn co-sponsored the federal legislation that made it almost impossible for DEA to apprehend mail-order opioids, she received $120,000 from the drug industry. 

Link to the 60 Minutes story: https://www.cbsnews.com/news/ex-dea-agent-opioid-crisis-fueled-by-drug-industry-and-congress/

OpenAI Models Display Impressive Capacities to Escape, Invade, and Steal

 from the NYTimes:

. . . .The intrusion into Hugging Face [a digital library of AI data] began when OpenAI tested a combination of two of its models . . . 

The trial was designed to keep the models in a safe testing environment, known as a sandbox, OpenAI said. But the models found a vulnerability that allowed them to escape the sandbox and connect to the internet. Then they targeted Hugging Face because they inferred that the library, which contains millions of A.I. models, could hold clues about how to successfully pass the evaluation.

“It seems to me that OpenAI did not adequately create a sandbox as a test environment,” said Dierdre Mulligan, a professor in the School of Information at the University of California Berkeley who focuses on security and A.I. systems. She questioned whether passing a test was worth the potential damage of an A.I. model escaping into the wider internet. . . .

Marsha Blackburn Wants to Keep TN as #1 in Worst State to Live

Tennessee has an incarceration rate of 817 per 100,000 people (including prisons, jails, immigration detention, and juvenile justice facilities), meaning that it locks up a higher percentage of its people than any independent democratic country on earth. —Prison Policy Initiative

Republicans have maintained a supermajority in both TN legislative chambers since 2010, and they have controlled the Governor’s Office since 2011. Governor Bill Lee’s term will end this year, and a new governor will be elected in November. 

For the past eight of those sixteen years, Marsha Blackburn has occupied one of Tennessee's U.S. Senate seats, and she has been a reliable rubber stamp for convicted felon and failed insurrectionist, Donald Trump. Now Blackburn, age 74, wants to retire to the soon-to-be-vacated Governor’s Mansion in the Fall, where she can continue Bill Lee’s efforts to make Tennessee the model state for MAGA extremism.  

And so she is amassing millions of out-of-state dollars in hopes of winning what could be a close primary. If she wins the primary, she is likely to face attorney and Memphis Councilwoman, Jerri Green, age 48. Never has there been a starker contrast between two U.S. Senate candidates. 

Yesterday Sen. Blackburn was on the Fox Propaganda Channel trying to push back on a question about Tennessee’s #1 ranking on CNBC’s recent analysis of Worst States to Live. Sorry, Marsha, but the facts are in:

Tennessee Republicans, led by Gov. Bill Lee, make no apologies for a rash of state laws targeting the LGBTQ+ community, including a so-called “bathroom law” requiring transgender people to use the facilities designated for their sex at birth. The state also explicitly bars localities from adopting their own antidiscrimination ordinances. To underscore the point, Lee signed a resolution earlier this year designating June “Nuclear Family Month.”  

“The nuclear family, consisting of one husband, one wife, and any biological, adopted, or fostered children, is God’s design for familial structure and has been the bedrock of society since the creation of the world,” the resolution states. 

Its sponsors deliberately timed the observance to coincide with the month when Tennessee’s more than 300,000 LGBTQ+ people celebrate Pride. 

Inclusiveness isn’t the only area where the Volunteer State falls short. Tennessee also has one of the highest violent crime rates in the nation, according to FBI statistics. And it has the third-highest rate of drug deaths, according to the United Health Foundation. 

2026 Quality of Life score: 64 out of 290 points (Top States grade: F) 

Strength: Air Quality 

Weaknesses: Crime, Inclusiveness, Worker Protections 

FBI Director Going to Russia 3 Weeks Before Fall Election

To finalize plans for November mid-terms: "According to the U.S. official familiar with the travel plans, Patel is scheduled to visit Russia on Oct. 14-15. . . .His host is likely to be the FSB, the Russian security service that is heir to the Soviet-era KGB, the official said."

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— James Horn (@schools-matter24.bsky.social) July 21, 2026 at 7:38 AM

Understanding Felon’s Plan Is Step #1 to Stopping Him

Crucial from @ryanenos.bsky.social: If you doubt Trump might try to seize ballot boxes, recall that not long ago it seemed outlandish that armed government militias would be roving our streets, killing people. On the pod, Ryan is so good on the danger of this moment: newrepublic.com/article/2132...

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— Greg Sargent (@gregsargent.bsky.social) July 20, 2026 at 6:11 AM

Tennessee, Exemplar for Meritocratic Rot

A recent news story in the Tennessean found that the most recent TN standardized test scores show remarkable disparities between affluent and poor school districts across the state:

Out of the subjects we analyzed, Algebra II saw the largest performance gap with a staggering 72-percentage-point spread. Williamson County Schools posted a 74% proficiency rate, while Humboldt City Schools came in at 2%. Geometry came in second for disparities with a 71-point spread between Williamson County Schools, which saw 76% proficiency, and 2% proficiency rate for Humboldt City Schools.

The city of Humboldt is shared by both Gibson and Madison Counties. Gibson County is ranked #33 in household income, and Madison County comes in at #45. Williamson County, on the other hand, is ranked #1 in household income.

Not only are income gaps between advantaged and disadvantaged school systems reflected in test scores, but the same gaps are found within districts when comparing scores of "economically disadvantaged" students with students who are "non-disadvantaged." 

The first chart below shows proficiency rates of "economically non-disadvantaged” students in 30 of Tennessee’s 151 school districts.

Now compare those scores with the second chart below, which shows proficiency rates for “economically disadvantaged” students in those same school districts. Within the same school district, disparities in scores between disadvantaged and non-disadvantaged students vary by 30-50+ percent.  

While not alone among states where such vast inequities exist, Tennessee offers a perfect example of an education system built on a rotted meritocracy based on flawed and outdated assessments of educational worth, i.e. standardized tests.  Promoted as scientifically objective, these rankings are trumpeted and blindly celebrated by high-performing rich communities like Williamson County, while citizens of poor districts like Humboldt are eager to find someone to blame for their shortcomings.

Those "someones" are almost always identified as those lazy teachers and parents in the lowest scoring schools, the ones you know, with a disproportionate number of economically disadvantaged students. And the disadvantaged students? Having been indoctrinated to believe that because the same test is given the same way to every student on the same day, and is, therefore, a fair reflection of what every student should know, then they end up, implicitly or explicitly, blaming themselves. That, or rejecting school outright.

And, thus, the poisonous meritocracy rolls on, with no one the wiser, neither the non-disadvantaged citizens who continue to celebrate the parents and children and teachers in their communities who deserve to reap the rewards for their diligence and hard work, or the disadvantaged citizens who continue to blame the poorest parents, children, and teachers in their communities for their test score failures.

Without such a system in place, it would be much harder for the upper classes to climb their way over the less fortunate and, thus, claim their well-deserved top spots in colleges and careers. That’s why it is critical for both neocon and neolib meritocrats to bond together once more to 1) promote another generation of universal high stakes testing in K-12, and 2) to re-assert the critical importance of ACT and SAT in college admissions.

Tech Bros Scurry to Humanize Their Dehumanizing AI Product Lines

When academic philosophy’s rock stars like David Chalmers start advising their grad students toward careers with tech corporations, you can bet, with pretty good odds, that philosophy is about to have a moment. Probably the biggest since the 1960s, when new advances in life-saving technology like dialysis and organ transplants gave rise to the new philosophical sub-discipline, medical ethics, which was charged with sorting out questions like, “if you have 50 people requiring dialysis to live, and you have capacity to serve only six, what do you do?”. 

Of course, ethics with a capital “E” has been considering this type of human problem since before the pre-Socratics, as was pointed out repeatedly by one of my old crusty philosophy profs at UT, who growled regularly about what he considered the ridiculousness of creating a whole new sub-discipline to use the same time-honored philosophical tools that have been around for thousands of years to examine the same type of human problem, except in a contemporary context.

But I suppose that philosophy majors, too, deserve jobs when they graduate, even if they are working for tech bro billionaires willing to pay a few millions to some of them to come up with a code for the coders that might protect, 1) their product lines from being switched off to prevent, let’s say, some bot-inspired human catastrophe, or 2) the tech bros, themselves, from legal liability for the actions of their own digital Frankensteins.

Of course, a much needed case should be made for tech bros hiring axiological stuntmen (ethicists) to develop conceptual frameworks that might protect humanity from the dangers associated with developing autonomous digital things (ADTs) whose actions and evolutions remain entirely beyond the understanding of their creators.

But, no, quite the opposite is happening.  The Musks and the Zucks are hiring philosophers to delineate consciousness in such a way as to allow their self-organizing (autonomous) machines the “conscious” designation and the protections that go with it. So the argument: if conscious beings deserve ethical consideration, as they surely do, and if AI bots are conscious, then AI bots deserve ethical consideration just as humans do. This, you might say, is the biggest “if” of the century.

So the bottom line for the tech bros: if bots are conscious, they (their product lines) must be protected.  If they (their products lines) are autonomous, no human can be blamed for their actions. Therefore, hire more philosophers.

I urge all those capable of thought, both lay thinkers and professional thinkers (philosophers), to consider the, uh, ethical implications of this situation. 

Recommended reading: https://www.sup.org/books/theory-and-philosophy/ethical-know-how

Graham Platner, GO HOME!

Federal Appeals Court Eviscerates DeSantis’s Stop Woke Act

Big, big win for Florida students and faculty! 👏 www.theguardian.com/us-news/2026...

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— James Horn (@schools-matter24.bsky.social) July 7, 2026 at 2:53 PM

Take 17 Minutes to Learn About School Vouchers

And if you are already educated about vouchers, there’s still more here that will surprise you about the biggest educational scam in American educational history. Pass it on. 

Recalling the Bad Ole Days of No Child Left Behind

 

I wrote this in 2007, when it was clear that NCLB had failed children, parents, teachers, and schools. As the standardized testing cabal is now trying to get the band back together for another round of psychometric madness, let’s pause and remember what it was like: www.schoolsmatter.info/2007/11/what...

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— James Horn (@schools-matter24.bsky.social) July 2, 2026 at 1:17 PM

Felon-in-Chief and Freedom 250 Wire Fraud

 

The definition of wire fraud: " . . . fundraisers including O’Rourke misled prospective America250 donors by providing them with Freedom 250’s banking and routing numbers instead." www.theguardian.com/us-news/2026...

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— James Horn (@schools-matter24.bsky.social) July 2, 2026 at 8:42 AM

Texas Taliban Mandates Bible and Bill Bennett in Schools

Texas has a long history of repeated attempts to turn the public school curriculum into an indoctrination tool in support of Christofascist values promoted by the John Birch Society of the late 1950s—which had such profound influence on Barry Goldwater, Ronald Reagan, and the MAGAts that are now seeking to replace our constitutional republic with a fascist theocracy. 

The recent approval of a mandated book list for all K-12 Texas public school children is the latest, most brazen, and stupidest version of those many attempts to mold the next generation toward acceptance of the intellectual, ethical, religious, and social values of the late Jim Crow Era.

The religious indoctrination effort is underpinned by an unprecedented requirement for specified Protestant bible readings and/or bible lessons through elementary and high school.

The ethical training component comes in the form of required reading of neocon hypocrite, racist, and admitted habitual gambler, Bill Bennett, whose Book of Virtues and Children’s Book of Virtues serve as texts. (For some background on Bennett, see "The Bookie of Virtue" by Joshua Green writing for the Washington Monthly.)

Almost ten percent of all U.S. public school children attend Texas public schools.  Therefore, textbook companies are quick to yield to the monetary incentive to offer texts nationally that will sell in Texas as well. So if you think the retro pablum in the Texas required list of books will be limited to Texas, think again. 

By the way, the only significant differences between the new Texas requirements and what I was expected to read in school (1955-1967): we did not have a right-wing gambling addict teaching us ethical know-how, we didn’t have to read the bible (Protestant or otherwise), and we DID get to read Romeo and Juliet in 11th grade.  

Worldwide Movement Underway to Protect Schoolchildren from AI

A strong article here at The Guardian. 

Some of the science noted in the piece:

. . . neuroscience and education experts argue that rather than help students learn, AI can cause “cognitive off-loading”, meaning using an external aid to avoid mental effort.

A study published in 2025 in the journal Societies found that people ages 17 to 25 “exhibited higher dependence on AI tools and lower critical thinking scores compared to older participants”.

Stanford University reported in March that there was little evidence on how AI impacts K-12 education and that it’s unclear whether AI is “helping students complete tasks or helping them develop durable learning and skills”.

AI “was never designed to be a learning tool”, said Jared Cooney Horvath, a neuroscientist who has linked the recent nationwide decrease in test scores to increased screen time. “The tool an expert uses to make his or her life easier is not the tool a novice could use to learn how to become an expert. When they use the same tool, they don’t learn anything.” . . . .

Margaret Spellings Rides Again!

That’s right—the cowgirl is back, with a whole new look but with the same old discredited education policy that she started hawking 30 years ago with her Texas sidekick, then-Governor, George W. Bush.

Spellings has become the point person for the political and corporate dinosaurs who have never relented from a mission to profiteer and privatize schools and, now it seems, are renewing their efforts to finish off public education with even more of the same high-stakes standardized tests that continue to be used even today in almost every state.

So as a reminder of the wreckage that Spellings oversaw beginning the late 1990s, here is a post from just before the 2008 presidential election:

Special Comment: Margaret Spellings

October 27, 2008

Margaret Lamontagne Spellings has come a long way from her humble beginnings as a legislative activist paid to hector public education supporters in the Texas Legislature. With a bachelor's degree in poli-sci and a teaching resume that is limited to a single stint as tutor on education issues to a distinctively non-curious George the Governor of Texas, she has risen to represent the neocon ruling model that insists upon political fealty above competence, ruthlessness over morality, ideology above truth, private aggrandizement over the public good.

With her fellow NCLB designer Sandy Kress working under the watchful eye of Karl Rove, who previously hired her to tutor the Governor, these core miseducators put together the infrastructure for an education bill aimed to achieve the conservative goals of education privatization, even without the school vouchers that unsuspecting Democrats strutted about getting stripped from the NCLB Act.

As Elizabeth Debray has documented, Spellings and the inner circle knew that the impossible 100 percent proficiency targets would accomplish over time what conservatives would have preferred to get done with the imposition of vouchers on the front end of the Bush reign. Rather than immediate conservative gratification, the Spellings testing requirements offered the kind of torturous schooling, a pedagogical variety of slow-motion waterboarding, that would eventually break down the will of teachers and public school supporters, thus opening up the market for the tutoring corporations, the charter profiteers, and the non-profit corporate brainwashing outfits like KIPP.

Now at the end of the Spellings reign of terror and half-way to the 2014 Judgment Day, 4 out of 10 public schools in America are on her NCLB failure list. Special ed children and English language learners who can't read the test questions are tested right along with the rest, including millions of children disabled by poverty. The poorest neighborhoods, in fact, are commanded to perform at the same level as the schools in the leafy suburbs. No excuses. And no extra resources, either.

Since NCLB became law in 2002, Bush budgets have underfunded NCLB by nearly $90 billion dollars (pdf). Head Start has been cut back by 11 percent. Career education programs, educational technology, and other programs like Reading is Fundamental have been zeroed out in Bush budgets. While cynically demanding that special ed students perform at the same levels as other students, $30 billion has been cut from the authorized amount in the 2004 IDEA Improvement Act. In short, the poor, the disabled, and the immigrant children have been sacrificed to make an ideological case against public schools and for vouchers and charters (even as research shows they are no better at producing test scores than the schools they would replace.

Recently when fielding a question concerning the burgeoning number of schools not making the AYP (Adequate Yearly Progres) cut, Mrs. Spellings limply responded with "pretty much every organization needs improvement." Yes, you are correct, Mrs. Spellings, and "pretty much every organization" accepts this fact, except yours, it seems. Pretty much every other organization does not face closure or reconstitution or some other form of demolition if the organization does not reach a level of improvement that is impossible to attain.

As a result of your manipulation, Mrs. Spellings, it is now the public school organization that has lost its most ethical and imaginative professionals on the road to "improvement." It is now only the public school organization that, in seeking the impossible, has had its purposes hijacked so that relevance, caring, and humane values have been extinguished along the way to the unreachable. It is now only the public school organization, Mrs. Spellings, that has so focused on unattainable improvements that children have become alienated prisoners in an institution that blames them for the failure that you, Mrs. Spellings, have created. It is only the public school organization whose resources have been reduced while your scheduled impossible demands have been racheted up (even though there is no level of funding that would make the 100% proficiency goal achievable). It is only the public school organization, Mrs. Spellings, whose most vulnerable and needy member units have been cynically sacrificed on the ideological altar of privatization, even as the empty rhetoric of rescue has been unceasing from your lips.

So yes, Margaret, if I may call you Margaret, we are in agreement: "pretty much every organization needs improvement," including, I will add in caps, YOUR OWN. I would argue, in fact, that your organization "pretty much" needs an entire makeover. The good news is that your imminent departure, along with your reluctant former pupil, will make that improvement possible. Perhaps, then, we can get on the road to the real work of public school improvement, rather than the ceaseless undercutting of "pretty much" the entire system. I am sure that the competent and hard working civil servants at the Department of Education will be glad to see you off.

The Forests, Humanity’s Close Cousins

 I watched a segment of NOVA on PBS this week, and I have been thinking a lot about this research finding shared in this clip from the transcript:

NARRATOR: In the soil around their roots, trees and plants cultivate microbes to break down the minerals they need and to fight off harmful bacteria. Just as we rely on microbes in our guts to digest our food, plants also need a healthy microbiome, the rhizosphere that surrounds their roots.

GEORGE MONBIOT: The rhizosphere might lie outside the plant, but it’s the plant’s external gut. And to make this comparison even spookier, of the thousand or so phyla of bacteria, the major groups, there are four that dominate in the rhizosphere, and there are four that dominate in the human gut. And they’re the same four.

It’s probably spookiest to those who consider humans far removed from what goes on inside the forest community.

Nipping the Bot Bud

For all the bro-paid hoopla about the inevitability of AI everywhere, there is a clear and growing movement against the insanity of turning humanity into AI’s dependent drones.  

The human agency that makes us capable of empathic understanding of our human experience, embedded as it is in world that shapes us and a world we shape, is at stake.  And more and more people are coming to realize that nipping the bot bud has to begin with children.  Thank you, Norway!!

From Reuters:

OSLO, June 19 (Reuters) - Norway is imposing a near ban on the use of generative AI tools by elementary school pupils while also restricting their ​use in the education of older children to prevent a ‌negative impact on learning, the country's prime minister said on Friday.

Facing a broad decline in education test scores, the government in 2024 banned smartphones from schools and has ​given teachers back more powers to enforce discipline in the ​classroom. . . .

Abby Zimet

If you haven’t been reading Abby Zimet’s cultural annotations at Common Dreams, you should. They would make me cry if they didn’t make me laugh. Sometimes they make me do both.

White Trash Losers ‘R Us

Oof, so many fails. An abject purge from the Kennedy Center, a tatty Iran deal, a brackish Reflecting Pool. And at the People's House, pay-per-view bloodsport rife with jingoism, fireworks, flyovers, honor guards for Nazi thugs, grift vast and brazen, the crass smear of an iconic woman in the name of "a permission structure made visible" emboldening "the worst people in the world." The result: "The cringiest collapse of a nation in real time."

Abby Zimet

Jun 17, 2026

Nashville Turns Out to Resist AI Data Centers

 

Happy Obama Appreciation Day

 Clip from 2011 White House Correspondents' Dinner:

The National Push for a Five-Year Pause on Generative AI in Schools

Join the growing movement to establish a five-year moratorium on the use of generative AI in schools.  

From Fairplay’s Position Statement:

As generative AI products1 proliferate in educational spaces, they are posing risk of significant harm to children. We, the undersigned, call for a five-year pause on all student-facing generative AI products in PreK-12 schools. Currently, these products threaten:

a) Student and educator privacy and autonomy; 

b) Skill development, including cognition, critical thinking, analytic  reasoning, decision-making, emotion regulation, and relationship-building; 

c) Mental health, fairness, safety, and the right to a high-quality education; 

d) Educators’ role as professionals; 

e) Academic integrity; 

f) The environment.

. . . .

CALL FOR FIVE-YEAR PAUSE

The rapid expansion of generative AI products into schools without oversight, community input, or evaluation of implications is not inevitable. A five-year pause on all products using generative AI that impact children in pre-K-12 schools would allow time for school communities, including students, educators, administrators, and parents, to learn about the implications and uses of generative AI products in education, to ask questions, and to provide feedback.

In particular, it would give time for schools to train staff and ensure that any generative AI products used will:

● Improve learning outcomes without cognitive offloading or impeding human relationships;

● Demonstrate absolute safety for use by students (addressing issues of addiction, persuasive design, data and privacy risks, exposure to harmful content, mental health, parasocial relationships, cyberbullying, etc);

● Not be used for non-authorized purposes such as cheating, academic

dishonesty, or plagiarism;

● Sufficiently consider and prioritize privacy, civil rights, ethics, justice, and climate impacts of generative AI products;

● Never be used in place of teachers, especially for vulnerable populations such as neurodivergent students, at-risk students, and students of low socio-economic status.

Until and unless the above can be shown (or there is evidence to support all of the above), generative AI products should not be used in pre-K-12 schools. Further, state and provincial governments and education departments, and federal, state, and provincial regulators should use this pause to develop and implement:

● An audit of existing generative AI platforms for efficacy, safety, and legality, performed by neutral, independent third parties;

● A registry of generative AI products currently in use, including the location of collected data, especially the intellectual property of students and teachers;

● A vetting process for new generative AI products prior to their introduction into pre-K-12 schools;

● A framework for culturally-responsive, relational approaches to communication that provides opportunities for technology-free, play-based learning spaces;

● Transparent, thoughtful, protective, and rigorous protections governing the use of generative AI products in schools, independently vetted by neutral third parties;

● Sufficient policies to protect student data, eliminate any advertising or marketing, prohibit addictive algorithms and gamification, and forbid products that maximize engagement or profit off student data.

Written by members of the Screen Time Action Network’s Screens in Schools Work Group: Emily Cherkin, MEd, Faith Boninger, PhD, Shaleen Title, MS, JD, Denise Champney, MS, CCC-SLP, and Kelly Clancy, PhD. No generative AI was used to produce this document.

Premieres October 9

 

AI Tutoring is the Logical Extension of High-Stakes Testing

Clips from an excellent op-ed in the NYTimes by the President of Bank Street College in New York.  After you read it, follow this link, and get onboard:

Last year, I visited a seventh-grade math classroom in a public school in the Bronx. Twenty students sat bent over laptops, working with an A.I. tutor on story problems about converting fractions to decimals. A teacher moved around the room, checking a dashboard that tracked how many tries each student needed to reach the right answer.

On the surface, the classroom was working. Students were engaged, and most of them, eventually, were getting to the right answers.

When I looked closely, though, many of the students were lost. They didn’t understand fractions conceptually. Each time one of them made a mistake, the A.I. tutor backed up and suggested another step, but it never identified the underlying gap in understanding. The teacher could not see it either. Her dashboard showed which students were stuck, but not why.

The core intellectual work of teaching is noticing why a child’s understanding breaks down and then knowing what to do. It might mean pausing the class for a mini-lesson or pulling out fraction tiles for one student who needs to visualize the math. In the class I visited, that work had been handed to a tool that could do neither. No one was arguing about strategy or turning to the kid across the table to ask, “Wait, how did you get that?” Each child sat alone. Silent, in front of a screen, clicking away.  

. . .For a generation, American schools have been shaped by standardized tests that measure a narrow band of skills. Because the tests carry high stakes, teachers teach to them. The curriculum narrows. Time for projects, argument and problem-solving shrinks. The A.I. tutor drilling concepts a seventh grader doesn’t understand is not an aberration of that system. It is its logical extension. 

. . . .Parents and educators across the country are organizing. In New York City, they have demanded a moratorium on A.I. in schools. Nationally, a coalition of more than 250 child development experts and advocacy organizations is calling for a five-year pause on generative A.I. in K-12 classrooms. They are right to be alarmed. . . .