“Leaders who have hidden in a bunker and gassed their own citizens include Saddam Hussein, Adolf Hitler, and Donald Trump,” Twitter user Ben Wexler wrote in the tweet shared by Swalwell.
The tweet comes as many media outlets report that the President instructed law enforcement to clear the White House perimeter from protestors outraged by the tragic death of George Floyd. Many reported that the Park Police used tear gas, however, they later clarified that no tear gas was used.
In a few years, my children will be old enough to ask, “Dad, what did you do when Trump gassed peaceful protestors for a photo-op at a church?” The only thing I’ll be sorry for is if I’m not able to say, “everything I could to help save our country.” https://t.co/vpmMWeLgJL
On countless occasions, Swalwell has called the President a “fascist” leader. He also doubled down Wednesday when the Republican Jewish Coalition condemned him for comparing a member of the first openly gay member of the President’s cabinet, Richard Grenell, “to infamous Nazi Joseph Goebbels.”
Instead of apologizing for the egregious comment, Swalwell responded, “In a few years, my children will be old enough to ask, ‘Dad, what did you do when Trump gassed peaceful protestors for a photo-op at a church?” The only thing I’ll be sorry for is if I’m not able to say, “everything I could to help save our country.”
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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