The “State” of our State Education Systems Varies.

Yes, the “State” of our state education systems do seem to vary.

If you have school age children, and you’re living in “blue” state, and/or a “blue” city, and you give a damn about your children, you are probably feeling quite blue.

Kayla Gaskins, for The National Desk, reports that, “The state of America’s public education system is in the spotlight again after concerning new state test scores reportedly show 13 of Baltimore City’s 32 public schools had NOT ONE student test proficient in math among kids who took the 2023 state exam this past spring.”

Really?

NOT ONE?!

That would seem almost impossible.

That’s quite an impressive anti-accomplishment!

“At Baltimore’s top five schools, only 11.4% of students who took the exam scored proficient in math according to the report obtained by Project Baltimore.”

‘“It’s not acceptable where we are but that doesn’t mean that the entire system is broken,’ said Bill Ferguson, a Democrat and president of Maryland’s state senate.’”

I’m sorry, Mr. Ferguson, but it actually does mean “that the entire system is broken.”

Who are you trying to fool with your pathetic misinformation?

“Baltimore is not the only school system struggling. A new study by Arizona State University found nationwide one-third of fourth and eighth graders can’t read at a ‘basic’ level.”

“Nationwide ONE-THIRD of fourth and eighth graders can’t read at a ‘basic’ level!”

That is one hell of a lot of children who are going to be facing a severe uphill battle in life, thanks to the pathetic, democrat controlled, education systems and teacher unions.

And sadly, this inexcusably poor level of performance is not limited to “blue” states.

“During a Sinclair [Texas] town hall hosted by conservative commentator Armstrong Williams, a member of the Texas State Board of Education, Staci Childs, said the following about her former students: ‘I used to teach fifth grade, and by fifth grade you should be able to read. A lot of my students did not know how to read at all when they got to my classroom.’”

Yes, ever since our K-12 public indoctrination centers (public schools) were exposed during the “covid pandemic” (a side effect the liberal puppet masters did not see coming), the push for school choice and homeschooling have gained quite a bit of steam.

Kali Fontanilla, for The Capital Research Center, writes, “I haven’t had much hope for public education in America these last five years – that is until I read a recent speech by Randi Weingarten, president of the American Federation of Teachers, the second-largest teachers union in America.”

“She [Weingarten] gave this speech at the National Press Club in Washington, DC, on March 28, 2023.  Actually, I wouldn’t call it a speech. It’s more of a cry in desperation. Weingarten frames the issues through the lens of an attack on our nation’s government schools. (I like the term ‘government schools’ to describe public schools because that is what they are. Schools run by the government, not the public.)”

Agreed.

‘“Attacks on public education are not new. The difference today is that the attacks are intended to destroy.’ Expanding school choice, scrutiny of curriculum containing critical race theory, parental rights legislation, academic transparency laws, banning sexually explicit books from school libraries and classrooms—Randi sees all this as a threat to the far-left teachers unions’ control over what goes on in the classroom.”

“I see this as a victory. And if Weingarten is worried, I see cause for hope.”

I’m right there with you, Kali!

“She [Weingarten] laments that many states have passed school choice laws, allowing parents to take their tax dollars elsewhere if the public school in their area is incompetent, doesn’t match their values, is unsafe, is overcrowded, and so on. ‘This year alone, 29 state legislatures are considering bills to either create or expand existing voucher programs. This is on top of the 72 voucher and tax credit programs in 33 states already subsidizing private and homeschooling, costing billions every year.’”

Kerry McDonald reports that, “Homeschooling tripled during the pandemic…”

“New Census Bureau data show that 11.1 percent of K-12 students are now being independently homeschooled. This is a large uptick from 5.4 percent at the start of the school shutdowns last spring, and 3.3 percent in the years preceding the pandemic.”

And, thank God!

Ms. Fontanilla continues, “And more state legislatures are passing school voucher programs because their voters demand it. Parents are fed up with only one choice of where to educate their child for seven hours a day. The pandemic opened the classroom to parents’ eyes, and many did not like what they saw.”

“But her [Weingarten’s] panic gives me hope. As if it wasn’t already apparent that she is afraid of losing, she goes on to share a startling statistic about the steep decline in teacher satisfaction. ‘The percent of teachers who were “very satisfied” fell from 62 percent in 2008 to just 12 percent in 2022.’ The teachers unions and their leaders are failing their members [not to mention their students]. Maybe they should spend less time focusing on all their, as she said, ‘woke agendas’ and more time on their role in leading to this alarming demise of teacher satisfaction.”

“Close to 400,000 teachers are leaving the profession every year. Every year. I was one of them in 2021. Let’s rewind to what it was like to teach in 2008 when we didn’t have to worry about being fired for not using the correct pronouns, being called a racist for suspending a defiant black student, or being unprotected because school resource officers were still on our campus. We didn’t have to worry about male genitals in female lockers rooms or students missing class because they were protesting climate change. And so on.”

“Weingarten is worried, and so for that reason alone, I’m optimistic. I have hope that the ‘attacks’ she fears are harbingers of a rising movement to take the education of our nation’s children back from the hands of radical leftists and enact the reforms we need to fix this broken system. I have hope today, perhaps not for the government schools alone, but for the nation’s education system in general: homeschools, private schools, and the reforms on public schools. American education is not lost.”

And why we don’t hear more about this from “the media” is beyond me.

I suppose it’s just more of the same liberal propaganda by omission. If it’s not good news for the democrat narrative of the day, then it just isn’t news at all.  

In the end, I completely agree with Kali Fontanilla here. If Randi Weingarten is worried, then for that reason alone, I’m optimistic.

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Princeton believes all Black people are “handicapped!”

First of all, is “handicapped” even a thing anymore?

Aren’t we saying “disabled,” or “challenged” now?

All Blacks are obviously not physically “handicapped,” so the University of Princeton must be referring to a mental type of disability here.

I wonder how most Black people actually feel about this designation?

I know some Black people could care less, as long they get something for free out of it, but I believe most self-respecting Blacks would take issue at this.

Hannah Grossman of Fox News reports that, “A Princeton anti-capitalist class is teaching Black people should be considered handicapped due to systemic racism.”

“The curriculum claimed Black Lives Matter activism was a ‘disability justice’ movement.”

“A Princeton University class curriculum slated for the upcoming fall semester claims that Black people can be considered ‘disabled’ due to the purported systemic racism they face, according to information in a course description.”

I know absolutely nothing about this “professor,” or the creator(s) of this course, but I am 100% willing to wager they are not Black themselves.  

“A class taught by a professor who specializes in women, gender and sexuality studies, Satyel Larson, featured a book called ‘Permission to Maim.’ The book argues that Black people, along with other groups the author, Jasbir Puar, deemed to be oppressed by systemic racism, can be considered ‘disabled’ since the supposed structures in place limit their agency in society.”

Bingo. Looks like I was right again.

“‘Black Lives Matter and the struggle to end the Israeli occupation of Palestine are not only movements “allied” with disability rights, nor are they only distinct disability justice issues. Rather, I am motivated to think of these fierce organizing practices collectively as a disability justice movement itself, as a movement that is demanding an end to so many conditions of precaritization that debilitate many populations,’ the book stated.”

Say what?

Anyone for a little ranch dressing with that word salad?

“‘These movements may not represent the most appealing or desired versions of disability pride. But they are movements anchored, in fact, in the lived experiences of debilitation, implicitly contesting the right to maim, and imagining multiple futures where bodily capacities and debilities are embraced rather than weaponized,’ it continued.”

Although the professor and the author were not the ones actually living the experiences they are teaching and writing about.

Please proceed.

“The course aims to ‘decolonize’ students’ modalities of thinking. The description focused on concepts steeped in critical race theory and webbed in ‘capitalism’ as on the same plane as the mistreatment, discrimination and prejudice against gay people, also called ‘homophobia.’”

Oh no! We don’t want to be capitalist racist homophobes!

That’s the democrat trifecta of being politically incorrect!

The white supremacist part just goes without saying, of course.

“‘Re-orienting healing as a decolonizing process enables students to re-politicize personal trauma as it intersects with global legacies of violence, war, racism, slavery, patriarchy, colonialism, orientalism, homophobia, ableism, capitalism, and extractivism,’ the course description said.”

All of which are served-up to students from the liberal biased academic point of view.

“This description refers to a term called ‘intersectionality’ which holds that an individual can be oppressed by numerous groups simultaneously.”

Really?

You don’t say.

“‘The course participates in a new project to help illuminate how the humanities itself can offer new paths to understanding trauma and healing,’ it continued.”

Brilliant. Who else would, or could?

“Princeton and Larson did not immediately respond to a request for comment.”

Hmmm, that’s odd.  

“Satyel Larson is a Professor of Near Eastern Studies at Princeton University. Larson’s research specialties included, ‘the intersections of law, science, women, gender and sexuality; reproduction, health and medicine; Islam and secularism; colonialism, postcolonialism and globality.”

And she’s teaching a self-described “anti-capitalist” class?

Does she have any kind of economic credentials to warrant this?   

Well, she can at least add race baiting to her resume now!  

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Should taxpayers get a rebate for schools that aren’t open?

I believe this is a valid and an honest question.

If you pay local property taxes on your home or business, the lion’s share of what you pay goes towards funding your local schools.

Taxpayers pay these school taxes, whether they have school-aged children or not, in order to guarantee the children in their community receive an education, and eventually, hopefully, become intelligent and productive members of society…, at least until they go to college.

If our local governments decide to close our schools, should we still be paying for them?

If they decided to discontinue garbage collection, would you still be forced to pay for that?

Just sayin’.

It really doesn’t matter if you think the schools should be closed or not.

It really doesn’t matter whether your local government is “following the science” or not. 

If the children of our community are not receiving the education we are paying for (and I’m sorry, but this distance learning crap doesn’t count), why shouldn’t the taxpayers get at least a percentage (a big percentage) of the money back that they paid?

Why should teachers get paid for a job they aren’t doing?

Why should the local school district be paid for the upkeep, utilities, and support staffs for buildings our children aren’t using?

And, again, I’m sorry, but this distance learning crap doesn’t count.

No wonder why the teachers are hesitant about going back to work, like in Chicago.

Why go back when you can use COVID as a ready-made excuse, and continue to be paid for doing next to nothing?

Why go back when all of the “the scientists” in the teachers’ unions are overriding the scientists from the CDC (Center for Disease Control)?

Now I’ve heard that the Biden administration considers a school “re-opened” if they hold classes one day a week. 

If you say so, Illegitimate Joe.

This was one of the Biden administration’s “clarifications” of their official policy.

That’s funny, because only a month ago these “clarifications” were called lies.  

If it’s one thing we have learned, it’s that “it’s all about the money,” and not “all about the kids.”  

If the teachers stopped getting paid, and the school districts stopped getting their share of the money, the schools would be reopening so fast it would make your head spin!

Of course, hell would freeze over before a penny of taxpayer money was ever returned to the taxpayers.

That being said, there are many taxpayers across our country who really should be receiving some of their hard-earned money back.

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As far as support for educating our children goes…, actions (and money) speak louder than words.

No one would deny that educating our children properly and effectively should be one our society’s highest priorities.

Right?

I mean, every election cycle, isn’t “education” always a hot topic?

Isn’t the education of the country’s children a priority?

Many of us talk a good “education” game, but then when it comes to putting money where our mouths are, we drop the ball.

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We can talk about the importance of “education” all we want…, but the numbers don’t lie.

If we value “education,” then don’t we have to value our teachers as well?

After all, what is “education” without teachers?

Effective learning and effective teaching go hand in hand.

But the numbers don’t lie…, and apparently, we don’t value our teachers very much at all.

If we look at the top 25 paying jobs in America, per the Glassdoor website, we won’t find any teaching jobs here.

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But they must be fairly close to making the top 25 list, right?

I mean in order to even be hired as a teacher, a bachelor’s degree in “Education” is required, along with a “teachable” minor degree. State competency tests must be passed, and a background check must be passed as well, before someone can then be “certified” as a “teacher.”

On-going professional training and college level courses must then be completed prior to being re-certified every five years.

Note: Glassdoor is a website where current and former employees anonymously review companies. Glassdoor also allows users to anonymously submit and view salaries as well as search and apply for jobs on its platform.

So where do teachers come in?

Well, according to the United States Department of Labor, with data as of 2018, the highest ranking teaching position would be a college law professor.  Ranking at number 37, with an average annual salary of $130,710.

Next on their list would be a college medical professor.  Ranking at number 46, and averaging $122,320 annually.

We continue to see more college level positions scattered throughout the next 64 positions…, which then brings us to Elementary and Secondary Education Administrators, ranked at 110, earning $98,750 annually.

But that’s the “Administrators.”

So our regular old “school teachers” should be coming up soon, right?

As we continue through the list, I don’t see them as we go all the way down to number 200.

I then continue down the list, and I still don’t see teachers listed in the top 300!

Then finally…, there…, all the way down at position 370 are our elementary and secondary teachers, with an average yearly salary of $62,200.

Yes folks…, we value our children’s education so much that we are willing to pay their teachers an average of $62K per year.

We value our children’s education so much that their teacher’s salary ranks 370th on the list of highest paying jobs in our country, according to the U.S. Department of Labor.

370th!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!

It’s hard to believe isn’t it?

But the numbers don’t lie.

But 370th?!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!

That means that there are 369 jobs out there that are apparently more valuable than being a teacher.

Off the top of your head…, could you list 10-15 jobs more important, or more difficult than being a teacher?

How about 15-25 jobs more important, or more difficult than being a teacher?

How about 100 jobs?!

200 jobs?!

300 jobs?!

369 jobs?!

Well, I think you get my point.

Teachers being ranked at number 370 on this list is absolutely ridiculous and a slap in the face to all of our teachers out there.

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I have to admit that I have personally been an elementary teacher and a high school teacher in my life, so I do carry some bias here…,

But number 370?!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!

Seriously?!

Believe me, it’s not easy managing the behavior of a classroom full of kids, while managing to instruct them across a curriculum with multiple subjects, not to mention all of the life lessons teachers impart regarding communicating, getting along with others, manners, etc.

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And many, many teachers have to pay for many of their own classroom supplies and snacks on top of it!

And yet, some individuals will still say that teachers are overpaid!!!!

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Yes…, some say that Teachers’ salaries are driving up their taxes…, and that they only work 9 or 10 months a year on top of it!

Some people feel that Teachers are just glorified babysitters and that they should be paid as such.

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Okay…, well, let’s look at this scenario and see how much money we’d all save!

We can get a “babysitter” for way less than minimum wage, right?

That’s right!  Let’s give these “teachers” $3.00 an hour, which isn’t bad at all for your average babysitter…, and only for the hours they actually are in class; not any of that silly planning time, or any time they spend before or after school on grading papers, attending special programs, parent conferences, or running clubs or coaching sports.

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That would come to $19.50 a day (7:45 A.M. to 3:00 P.M., with 45 min. off for lunch and planning.  That equals 6 1/2 hours).  Each parent should pay $19.50 a day for these teachers to baby-sit their children.

Now how many students do they teach in a day…maybe 30?  So that’s $19.50 x 30 = $585.00 a day.

However, remember they only work 180 days a year!!!

Aha!!!

We’re not going to pay these teachers for any vacation days!

So, let’s see…, that’s $585 X 180 then, or…, $105,300 per year?

Wait…, what?!  That can’t be right!  That’s way more than their making now!

How could that be?!

(That would move teachers all the way up the list to number 83!  That’s much better, but still quite low in comparison.)

But wait!

What about those special education teachers and the ones with Master’s degrees?

Well, we could be extra generous and pay them minimum wage ($7.75), you know…, like if they worked at Taco Bell or McDonald’s, and just to be fair, round it off to $8.00 an hour. That would be $8.00 X 6 1/2 hours X 30 children X 180 days = $280,800 per year!

I think we just lost a few of our complaining taxpayers!

I also think it’s time for us as a nation to get serious about our children’s education.

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The question isn’t “are you intelligent?”  It’s “how are you “intelligent?”

The theory of multiple intelligences was started back in 1983 by Dr. Howard Gardner, a professor of education at Harvard University.

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He felt that the older beliefs about intelligence, based on I.Q. testing, were not really fair and far too limited.

Instead, Dr. Gardner proposed eight different types of intelligences to represent a wider range of interests in children and adults. These intelligences are:

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Our schools typically focus most of their attention on linguistic (reading and writing) and mathematical intelligence.  For students who happen to be naturally talented in these areas, school is fun because they are successful.  For those of us who are more talented in other areas, school can be frustrating, difficult and/or boring.

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It would be nice if we could place equal attention on individuals who show gifts in the other intelligences: the artists, architects, tradespeople, musicians, naturalists (nature, animals and or plants), designers, dancers, therapists, salespeople, entrepreneurs, and many others who enrich the world in which we live…, but that just is not the case.

Unfortunately, many students who have these gifts don’t receive much reinforcement or encouragement in school.  Many of these students, in fact, end up being labeled “learning disabled,” having “ADHD (attention deficit hyperactivity disorder,” or simple as underachievers, when their unique ways of thinking and learning aren’t addressed by a heavily tilted reading/writing and mathematical curriculum and classroom.

Every teacher out there has been made aware of the theory of multiple intelligences.  But the theory of multiple intelligences and how we address multiple intelligences does not translate well when we bump up against everyday reality, which has limited money, limited time, limited teacher resources, and large class sizes.

The challenge is to change our educational way of doing things so that each child has the opportunity to learn in ways that go along with their unique minds, ways of thinking, talents and interests.

The I.Q. test was developed in 1900 by a French psychologist, Alfred Binet.  The “I.Q” test does have some value, but it does not take into account many things regarding intelligence and talents that are not easily quantifiable.

As far as our schools are concerned, “Just because everyone is ‘treated the same’ does not mean ‘everyone is being treated fairly.’”

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(“Ctrl” and click on the following websites to access them.)

You can learn more about multiple intelligences and Howard Gardner at his website: http://www.howardgardner.com/

Here is a website where you can take your own multiple intelligences assessment: www.mypersonality.info

 

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So the “biased, liberal, fake news media” now feels it is OK to belittle the education level of selected groups of voters? 

The answer to this question is undeniably “yes,” at least as far as Eugene Scott of The Washington Post is concerned.

Mr. Scott chooses to point out that, “Americans are pursuing higher education at growing rates, but those without a college education are increasingly finding a home in the GOP.”

So are you implying that voters without college educations are somehow less informed, Mr. Scott?

Are you implying that voters without college educations are somehow less deserving of the right to vote, Mr. Scott?

During the latest midterm elections in 2018, if I heard it once I heard it a thousand times from the democrats, “Every vote counts!”  “Every vote deserves to be counted!”

I guess that’s only true when you’re “harvesting” what you believe are votes for democrats.  Right Mr. Scott?

Voter demographics should not have a bearing on anything.  Each voter is as important as any other voter.  The important things are that each legal voter have the opportunity to vote, and that they vote only once.

According to new data released by the Pew Research Center, higher educational attainment is increasingly associated with Democratic Party affiliation and leaning:

“In 1994, 39% of those with a four-year college degree identified with or leaned toward the Democratic Party and 54% associated with the Republican Party.  In 2017, those figures were exactly reversed.”

More than half of registered voters who identify as Democrat have a bachelor’s degree, while fewer than 4 in 10 registered voters who identify as Republican have a bachelor’s degree.

Those with graduate degrees are even more likely to find their political home in the Democratic Party, according to the survey.

Meanwhile, the GOP has increasingly become more of a political destination to Americans who lack a college degree, according to Pew, “Among those with no more than a high school education, 47% affiliate with the GOP or lean Republican, while 45% identify as Democrats or lean Democratic.”

In Mr. Scott’s estimation, “This may not bode well for the GOP long-term as the American public becomes increasingly educated.”

I think he means, “… as the American public becomes increasingly brain washed by our liberal education systems!”

According to Census Bureau data, “More than a third of American adults have a four-year college degree or higher, the highest level ever measured by the Census Bureau.”

Why Mr. Scott…, I do believe you are “fake news!”

You say, “This may not bode well for the GOP long-term as the American public becomes increasingly educated,” but if “more than a third of American adults have a four-year college degree or higher,” that would mean close to two thirds do not.  How does that “not bode well for the GOP?”

Mr. Scott goes on to say, “As the Republican Party increasingly becomes the party of those without degrees, their leaders may feel pressure to champion policies that benefit working class voters…”

Well, we can’t have that!  Right Mr. Scott?

That damn “working class,” right Mr. Scott?

Those pathetically ignorant “working class” voters who don’t deserve to vote, but pay for all of your liberal “give-away” programs, right Mr. Scott?

Pew data shows that the educational makeup of the two major parties’ electorates also has changed substantially over the past two decades, particularly when factoring in race:

“When race and education are taken into account, white voters who do to not have a college degree make up a diminished share of Democratic registered voters.  White voters who do not have a four-year degree now constitute just a third of Democratic voters, down from 56% two decades ago.  By contrast, non-college white voters continue to make up a majority of Republican and Republican-leaning registered voters at 59%.”

Ha!  I knew it wouldn’t take long before race got involved in the issue!

Apparently “non-educated” white voters are less desirable that “non-educated” Black or Latino voters.

Mr. Scott finishes by saying, “Some top GOP officials have attracted attention for their desire to win women and people of color to their party.  Perhaps moving forward we’ll see more emphasis on what can be done to win the highly educated.”

It seems to me, Mr. Scott, that your “highly educated” people are more often than not the people that are more “highly confused.”

Also, why is it that liberals seem to only value education as a result of a college education?

How about educations and training acquired by our “trade” professionals, like electricians, plumbers, welders, carpenters, HVAC technicians, mechanics, licensed practical nurses, construction professionals, et al?  Do these educations, most of which are quite extensive, not count just because they are practical?

How about the soldiers, sailors, airmen and marines who serve in our military, most of whom do not have college educations?  Do these educations not count because they are practical in nature?

No, these educations don’t “count” in the minds of liberals because these are educations that do not indoctrinate the students into the liberal political ideology.

Nicholas Carnes and Noam Lupu, also of The Washington Post, have their own take on voter demographics, specifically as they pertain to Donald Trump’s election and support.

Carnes and Lupu say that, “Media coverage of the 2016 election often emphasized Donald Trump’s appeal to ‘the working class.’ The Atlantic said that ‘the billionaire developer is building a blue-collar foundation.’ The Associated Press wondered what ‘Trump’s success in attracting white, working-class voters’ would mean for his general election strategy.  On Nov. 9, the New York Times front-page article about Trump’s victory characterized it as ‘a decisive demonstration of power by a largely overlooked coalition of mostly blue-collar white and working-class voters.’”

“But what about education?” They continued.  “Many pundits noticed early on that Trump’s supporters were mostly people without college degrees.  There were two problems with this line of reasoning, however.”

“First, not having a college degree isn’t a guarantee that someone belongs in the working class, nor should it somehow indicate that these people are not successful (think Bill Gates, Mark Zuckerberg, Steve Jobs, Richard Branson, Aretha Franklin, Quentin Tarantino, Ellen DeGeneres, Simon Cowell, Ted Turner, Rachel Ray, Kim Kardasian, Mark Wahlberg, Al Pacino, Seth Rogan, Marshall “Eminem” Mathers, and Robert ‘F-you’ DeNiro, just to name a few).”

“And, second, although more than 70 percent of Trump supporters didn’t have college degrees, when we looked at the NBC polling data, we noticed something the pundits left out: during the primaries, about 70 percent of all Republicans didn’t have college degrees, close to the national average (71 percent according to the 2013 Census).  Far from being a magnet for the less educated, Trump seemed to have about as many people without college degrees in his camp as we would expect any successful Republican candidate to have.”

So Mr. Scott, you have been debunked!

“Observers have often used the education gap to conjure images of poor people flocking to Trump, but the truth is, many of the people without college degrees who voted for Trump were from middle- and high-income households.”

Many, if not most, of these “observers” are quite confused and quite biased as well.  “Poor people” flocking to candidates is, again, only desirable when they are “flocking” to the appropriate liberal candidate.

“In short, the narrative that attributes Trump’s victory to a “coalition of mostly blue-collar white and working-class voters” just doesn’t square with the 2016 election data.  According to the election study, white non-Hispanic voters without college degrees making below the median household income made up only 25 percent of Trump voters.”

In a word, there are “uneducated voters” and then there are “uneducated voters.”

It would appear that it is the democrats who are a party of extremes.  They seem to be comprised mostly of college eggheads, highly paid entertainers, extreme social and environmental interest groups, high school drop-outs, high school graduates who haven’t furthered their education, and all of those who live off of the government and have no intent to better themselves.

In a recent National Review article (The National Review is recognized as a leading conservative magazine, but was exposed during the election as just another “swampy,” establishment, media outlet) about Trump’s alleged support among the working class bordered on a call to arms against the less fortunate, saying that, “The white American underclass is in thrall to a vicious, selfish culture whose main products are misery and used heroin needles.  Donald Trump’s speeches make them feel good. So does OxyContin,” and that “the truth about these dysfunctional downscale communities is that they deserve to die.”

According to Carnes and Lupu, “This kind of stereotyping and scapegoating is a dismaying consequence of the narrative that working-class Americans swept Trump into the White House.  What deserves to die isn’t America’s working-class communities.  It’s the myth that they’re the reason Trump was elected.”

Shame on you National Review, and shame on you Eugene Scott.

And thank you to Nicholas Carnes and Noam Lupu for reporting the facts and not twisting the facts to fit the liberal narrative.

 

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