American Civil Liberties Union Director Anthony Romero penned his thoughts on the Department of Homeland Security in a USA Today opinion piece — he called for the dismantling of the agency and said it is a “loaded weapon that sits on the proverbial coffee table in the Oval Office.”
The piece lists issues the ACLU has against the department including spying on Black Lives Matter leaders, killing foreign nationals, and supposedly separating children from their parents at the border — an act that is used to try to stop human trafficking and kidnapping and to verify the parents aren’t traffickers.
“The short history of DHS has been filled with violence, the stoking of fear and a lack of oversight. The department’s horrific tactics are being used in cities across the country,” Romero wrote.
He called out the DHS for treatment of rioters and protestors in Portland — the ACLU is already suing the agency for this.
“People across the political spectrum watched in disbelief a federal agents were deployed to American cities — despite objections by mayors and governors — to escalate violence against protesters. Paramilitary forces abducted people exercising their constitutional rights in Portland, placed them in unmarked vehicles and took them to undisclosed locations,” Romero wrote.
Romero called for the agency to be broken up and for the nation to start over with how to approach national security.
“We can preserve our freedoms and our security better by dismantling DHS and beginning anew,” he said.
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Remote Learning Lowered Test Scores in Every State; Minority Students Hit the Worst
A paper published by the National Bureau of Economic Research (NBER) shows remote learning has had a negative impact on students’ test scores in every state. Not only were students across the country affected, minority students were impacted the most.
According to the publication, remote learning led to declines in test scores for English and math, when compared to scores of students who went to schools with more in-person learning. “Our research shows that test score losses are significantly larger in districts with less in-person learning,” said Emily Oster, professor of economics at Brown University.
“This suggests, yes, that virtual learning was – and is – less effective than in-person learning, at least as measured by school-based testing” added Oster. “Passing rates in math declined by 14.2 percentage points on average; we estimate this decline was 10.1 percentage points smaller for districts fully in-person,” the study found.
The research combined “district-level schooling mode data from the 2020-21 school year,” “district-level test score data from 2015 to 2021” and “demographic data from the NCES,” according to the study.
Data was collected from students in third to eighth grades in 12 states: Colorado, Connecticut, Florida, Massachusetts, Minnesota, Nevada, Ohio, Rhode Island, Virginia, West Virginia, Wisconsin, and Wyoming.
Score declines showed variations by state, as well. Virginia “which had the most complete virtual learning time, along with Colorado, saw an almost 32% drop on math test scores in the 2020-21 school year when compared to the 2018-19 school year” reports Tampa Free Press.
Wyoming, however, “which had the most in-person learning, along with Florida, saw just a 2.3% drop in English, the study found.”
“Changes in English Language Arts (ELA) were smaller than math scores overall, but drops in scores were greater in districts with larger black and Hispanic populations and students eligible for free and reduced lunch prices” reports Tampa Free Press.
“Districts that have a larger share of black and Hispanic students and less in-person schooling also saw a greater decline in ELA test scores than those with more in-person schooling. “
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