News on the economy is all over the place, but a solid thread runs through it: many recent American college graduates can’t find jobs. Not only are employers not hiring, they’re laying off left and right. Amazon and United Parcel Service are each cutting more than 14,000 jobs, and the Wall Street Journal <a href="https://www.wsj.com/economy/jobs/white-collar-jobs-ai-324b749c?st=BLfhsb&amp;reflink=article_email_share">says</a> tens of thousands of white-collar jobs are being cut at other companies.
Yet at the same time, the U.S. immigration system permits thousands of foreign college graduates to enter the job market in direct competition with Americans. Companies employing them don’t have to pay the same payroll taxes as they do when hiring American citizens and permanent residents. This gives foreign students an unfair advantage over American graduates.
The program allowing foreign graduates to work is called Optional Practical Training (OPT). It was <a href="https://cis.org/sites/default/files/2017-10/miano-OPT.pdf">started</a> decades ago by the administrative state through regulation, without any express congressional authorization. Over time, and through collusion between Washington and large employers, OPT was expanded into a pathway for foreign students who completed their studies to remain working for years, or indefinitely, in the U.S. while seeking permanent residence.
Given the brutal job market, the underlying premise for OPT no longer applies. Why allow masses of temporary foreign students to remain in the U.S. and enter the work force right out of college when your own graduates can’t get jobs? The argument for eliminating this program has never been stronger. As Lora Ries <a href="https://wng.org/roundups/weighing-the-price-of-100-000-worker-visas-1759852411#:~:text=Ries%20from%20the%20Heritage%20Foundation,preferred%20hiring%20for%20American%20workers.">argues</a>, we need to “allow American students and American workers a fair shake at applying for jobs, being interviewed for jobs, being hired for jobs, and being retained at their jobs.”
<a href="https://www.stlouisfed.org/on-the-economy/2025/aug/recent-college-grads-bear-brunt-labor-market-shifts">Unemployment</a> of college graduates aged 23-27 is a few percentage points higher than the national average of 4%. The <a href="https://www.nytimes.com/2025/09/15/business/long-term-unemployment-college-grads.html">long-term unemployment</a> rate (more than 6 months out of work) in the country for that age group is 26%, the highest in three years. And of those college graduates who are employed, over half are working in jobs that <a href="https://www.wsj.com/lifestyle/careers/college-degree-jobs-unused-440b2abd">don’t require a degree</a>.
It’s fair to argue that many recent graduates got degrees that are patently useless in a tight market. Anything ending in “studies” comes to mind, or mass-produced degrees from diploma mills whose quality is not respected by employers. But graduates with the vaunted Science, Technology, Engineering, and Math degrees are faring badly, too. Graduate <a href="https://money.com/college-grads-stem-degrees-unemployed/">unemployment</a> for computer engineering graduates was 7.5%, and for physics it was 7.8%.
The reasons for the sudden drop in demand for educated workers are unclear. One cause is that companies are searching for efficiencies and cutting costs in a competitive market. Another major factor is the rise of Artificial Intelligence (AI). Companies are using AI to streamline their business models from top to bottom, which means they are replacing humans with bots.
Labor-saving robots, now supercharged with AI, are a threat to traditional pathways into the labor market for people. <a href="https://www.aboutamazon.com/news/operations/amazon-robotics-robots-fulfillment-center">Amazon</a> has over a million of them doing warehouse and shipping work formerly done by people.
We don’t know how the deployment of AI is going to play out. Maybe it will exponentially increase productivity, and we’ll end up in a cashless, Star Trek world where no one works unless they want to. Maybe the machines will take over and wipe us out, as in the Terminator movies. Or maybe AI will be just one more leap forward, like the printing press, electricity, or the internet, that requires a massive adjustment of our labor force and economy.
Whatever the future holds, it is the primary responsibility of the generations who hold the money and power – that’s mostly Baby Boomers and Generation X – to take care that a pathway still exists for coming generations to get jobs and houses, start families, and have a chance to prosper. Student visas for foreign nationals, the OPT program, and work visas are not set in stone. They can be adjusted or even eliminated when the domestic conditions make them unjustifiable.
Congress should end the OPT program while we figure out how to employ, or retrain, the rising graduate workforce of American citizens. Joseph Edlow, head of U.S. Citizenship and Immigration Services, <a href="https://www.forbes.com/sites/stuartanderson/2025/05/22/snubbing-trump-immigration-nominee-will-end-student-practical-training/">said</a> he wants to “remove the ability for employment authorizations for F-1 students beyond the time that they are in school.” That’s a good start.
* * *
Simon Hankinson is a senior research fellow in The Heritage Foundation’s Border Security and Immigration Center and author of <a href="https://www.amazon.com/Ten-Woke-Commandments-Must-Obey/dp/1680533614">&#8220;The Ten Woke Commandments (You Must Not Obey)&#8221;</a> from Academica Books.
The views expressed in this piece are those of the author and do not necessarily represent those of The Daily Wire.

Trump Says Harvard Should Cap Foreign Students At 15%

The College Lie: How Washington’s Visa Loopholes Hand Good Jobs To Foreign Workers

American Universities

Artificial Intelligence

Big Tech

Corporations

Federal Government

foreign students

Opinion

Students

Technology

Visas

In light of the recent loss of Charlie Kirk, we have to seriously reconsider the level of radical indoctrination in our <a href="https://www.dailywire.com/topic/public-schools">public schools</a> — and not just at the collegiate level. The hostility that fueled such an attack doesn’t appear out of thin air. It begins in classrooms where children are taught to despise their country, question their God-given identity, and see their parents as obstacles rather than protectors. By the time students reach college, the soil has already been prepared by years of quiet but intentional indoctrination. The loss of Charlie should also serve as a rallying cry — a reminder of the price conservatives are paying in this cultural battle and the urgency to confront it head-on.
This is why the fight against gender ideology in our K–12 schools cannot wait. It is not a side issue or a distraction from “real politics.” It is the heart of the cultural crisis America faces. If children are trained from kindergarten to see themselves through the lens of gender theory rather than truth, faith, and family, then we should not be surprised when that worldview matures into radicalism, activism, and, eventually, violence.
For decades, conservatives assumed the worst indoctrination happened on college campuses. That was a mistake. Elementary schools are where the work begins — through school counselors, taxpayer-funded SEL programs, and activist-approved library shelves. Children are introduced to gender confusion long before they ever take an SAT or apply to a university. By the time they arrive on campus, the indoctrination is already deeply rooted.
Florida recognized this and acted decisively. In 2022, the state passed the Parental Rights in Education Act (<a href="https://www.flhouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h1557er.docx&amp;DocumentType=Bill&amp;BillNumber=1557&amp;Session=2022">HB 1557</a>), banning classroom instruction on sexual orientation and gender identity in kindergarten through third grade. In 2023, lawmakers expanded the law to apply through eighth grade and specifically addressed the use of pronouns. The Florida Board of Education later broadened protections further to cover all K–12 grades. Additional bills like <a href="https://www.flhouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h1069er.docx&amp;DocumentType=Bill&amp;BillNumber=1069&amp;Session=2023">HB 1069</a> reaffirmed that sex is biologically determined at birth, while <a href="https://www.flhouse.gov/Sections/Documents/loaddoc.aspx?FileName=_s0254er.DOCX&amp;DocumentType=Bill&amp;BillNumber=254&amp;Session=2023">SB 254</a> placed restrictions on gender-related medical interventions for minors.
What made this possible was the partnership of strong leadership at the top — Gov. Ron DeSantis and a conservative state school board — combined with parents pushing relentlessly from the bottom up. Importantly, the state school board did not wait for the legislature to act again; they used their authority to pass stronger policies when they saw the need. This kind of backbone is missing in school boards across the country, but it is the critical piece in reclaiming our public school systems. That partnership is the model every red state must follow if we want to preserve the innocence of children and the authority of parents.
Florida shows that the combination of political courage and grassroots activism can shift the culture of public schools. Parents had been voicing concerns for years about radical curricula, library materials, and counselors undermining parental authority. Instead of dismissing those voices, the leadership of Florida embraced them, amplifying the parents rather than silencing them. That is the blueprint. This bottom-up and top-down unity is what makes Florida distinct — and it is why conservative parents in other states look to Florida as proof that this fight can be won.
On the other end of the spectrum is California, where the guardrails are gone. Gov. Gavin Newsom signed the SAFETY Act (<a href="https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202320240AB1955">AB 1955</a>), which allows schools to conceal a child’s new gender identity or pronouns from parents. San Diego schools have run classroom programs with books like <a href="https://www.iwfeatures.com/profile/controversy-erupts-in-california-school-district-over-radical-gender-ideology-in-classrooms/">My Shadow Is Pink</a>, asking fifth graders to guide kindergartners through gender-identity exercises without parental notification. And when teachers object on religious grounds — such as the Oakland kindergarten teacher fired for refusing to use pronouns that violated her conscience — the state sides with ideology, not faith or family.
California also recently lost more than $12 million in federal funding for refusing to strip “radical gender ideology” from its sex-education curriculum. Instead of correcting course, the state doubled down. This is the America our children will inherit if red states fail to act.
The danger in California isn’t limited to its own borders. Policies that begin there often spread nationwide through activist groups, teacher unions, and national curriculum providers. A book that appears in a Los Angeles classroom one year often shows up in a red-state district the next. Without strong protections, even conservative communities will find themselves importing California’s chaos. That is why the example of California should serve as both a warning and a motivator: if red states do not proactively legislate, they will be pulled in the same direction by cultural and institutional pressures.
President Trump recently issued an <a href="https://www.federalregister.gov/documents/2025/01/24/2025-01567/removing-radical-gender-ideology-from-federally-funded-education-programs">executive order</a> directing the removal of radical gender ideology from federally funded education programs. That is an important step — but executive orders are temporary. What one president does, the next can undo. And without strong state-level laws, even Trump’s order cannot stop what continues to happen in liberal states like California, where ideology is embedded in classrooms regardless of federal guidance.
That’s why red states must codify protections into permanent law. And they must add accountability measures with real teeth:
<ul>
<li style="font-weight: 400;" aria-level="1">Immediate removal from the classroom if teachers or counselors push gender ideology in violation of the law.</li>
<li style="font-weight: 400;" aria-level="1">Revocation of teaching licenses so offenders cannot simply move districts or cross state lines to continue indoctrinating children.</li>
</ul>
Parents deserve more than symbolism — they deserve action. Conservative lawmakers must remember that parents are not asking for suggestions or guidelines — they are demanding laws that protect their rights and their children. Laws without accountability are empty. A policy without enforcement is a wish list. If red states want to be serious, they need to back up their words with actions that make the cost of violating parental rights unacceptably high.
Conservative states now have both the opportunity and the obligation to act. Parents are fleeing states like California in search of places where their children can be raised in safety, truth, and faith. Red states must be those safe havens. That means more than political slogans — it means codifying into law the protections families need to preserve faith-based values and the authority of parents.
If conservatives fail here, the exodus from blue states will only accelerate, but families will arrive to find that their “safe haven” is just another battleground. Conservative parents are looking for states where school boards act decisively, legislatures put children first, and governors refuse to bend to woke corporations or activist lobbies. They want leaders who will not only defend but advance the values of family, faith, and freedom.
Red states across the country now have the opportunity and the backing of parents — and if legislators refuse, they should be replaced with leaders who will. The loss of Charlie has only deepened conservatives’ resolve, reminding us of the urgency and the cultural impact of his fight.
The line is clear: pass laws protecting children from gender ideology with real accountability, and pass them first — or prepare to face a reckoning at the ballot box. Our children are not bargaining chips. They are the future of America, and they deserve to be defended. Until states pass binding protections, even Trump’s executive order cannot shield families from the spread of radical ideology in liberal states — making state action urgent and non-negotiable.
* * *
Emily Jones is a mother, community organizer, and candidate for the Alabama State Board of Education. Known as “The Controversial Mom,” she advocates for parental rights, faith-based values, and stronger accountability in public schools.
The views expressed in this piece are those of the author and do not necessarily represent those of The Daily Wire.

MixCollage-25-Sep-2025-09-06-AM-6432

Why Red States Must Crush Gender Ideology In The Classroom

Activists

Education

Elementary Schools

Gender

gender ideology

High School

Leftists

Parental Rights in Education

Public Schools

Teachers

Transgender

During the summer months, educators across the country flock to professional development conferences, often on the taxpayers’ dime. These events are supposed to sharpen the instructional skills of teachers and equip them with new methods for helping students succeed, addressing real challenges of education, such as declining test scores, reading comprehension, and math proficiency.
But as Defending Education’s analysis of the programming shows, what actually dominates these conferences is not literacy strategies or math interventions.
Instead, the recurring themes are race, social justice, gender, activism, and equity. From English to math, and from history to science, the same ideological buzzwords surface again and again. It’s little wonder parents are concerned, or that the nation has grown more politically divided.
Take the National Education Association (NEA), the country’s largest teachers union. At its <a href="https://web.cvent.com/event/555fe259-c382-4f14-87b0-319c288f9e68/websitePage:83a0a9c7-c495-4fe0-ad95-5eb99de3dbc2">Conference on Racial and Social Justice</a> in Portland this summer, activism, not academics, took center stage.
Unions like the NEA make no effort to hide their contempt for Donald Trump and the values of his supporters. At its annual Representative Assembly, the union <a href="https://www.nea.org/sites/default/files/2025-07/20250706-ratoday-issue-5.pdf">approved business items</a> labeling Trump’s agenda as “fascist” and opposing efforts to eliminate the Department of Education, which it called racist and anti-democratic. In direct response to a Supreme Court decision (Mahmoud v. Taylor) affirming religious parents’ rights to opt their children out of LGBTQ curricula, the NEA allocated $209,000 to push back and expand LGBTQ advocacy in schools. In total, the NEA committed more than $340,000 <a href="https://defendinged.org/incidents/national-education-association-approves-business-items-accusing-president-trump-of-fascism-and-authoritarianism-opposing-supreme-court-ruling-and-not-using-adl-materials/">toward initiatives</a> designed to counter conservative policies.
This union-driven activism is not confined to Portland. Across the country, teachers are being coached to use classrooms as platforms for reshaping opinions on society’s most sensitive issues. Students are not simply taught about history or literature; they are encouraged to become activists themselves. The worldview behind this approach borrows heavily from Marxist theory, framing society as an endless struggle between oppressors and the oppressed. That lens is being embedded into lesson plans, teacher training, and classroom culture, gradually shifting education away from its original purpose — academic instruction — toward political reeducation.
The sessions at NEA’s conference illustrate this shift. One workshop, “Building Narrative Power for Education Justice,” trained teachers to use storytelling to fight “anti-truth” and anti-LGBTQ legislation. Another warned about “White Christian nationalist forces” allegedly exploiting pan-Asian communities. Additional sessions covered “racial battle fatigue,” blurred lines between racism and ableism, and framed climate change as disproportionately harming communities of color, women, and students with disabilities. One even linked the MAGA movement to Jim Crow and Native land theft. Teachers were urged to affirm transgender student identities, disrupt curriculum challenges, and fight political opponents under the banner of education justice.
The conference also promoted the <a href="https://custom.cvent.com/820B5689CD804AEAA83FC39F9FBC8CD3/files/0a702792cebf4a3ea1c9b294c6c985b5.pdf">NEA’s pronoun guide</a>, which encourages teachers to adopt nontraditional pronouns such as ze, zir, zirs, and zirself, and to display their own pronouns as a sign of being a “safe person.” Misgendering, teachers were told, is itself a form of marginalization.
While parents worry about declining math and reading scores, union-sponsored trainings are focused on dismantling ableism, confronting White Christian nationalism, and embedding queer theory into K–12 classrooms. These are not the priorities of most American families, but within the union bubble, they are treated as urgent and non-negotiable. 
And it’s not just the NEA. The National Council of Teachers of English (NCTE) filled its 2024 <a href="https://s1.goeshow.com/ncte/annual/2024/conference_program_sessions.cfm">conference with sessions</a> such as “Disrupting the Canon with LGBTQIA+ Themes,” “Queer and Trans-Affirming Education,” and “Antiracist Pedagogy Workshop.”
In a perfect example encapsulating how this ideology makes its way into the classroom, one teacher at a school district in New York <a href="https://www.jecsd.org/districtpage.cfm?pageid=3211">reframed Shakespeare’s “A Midsummer Night’s Dream”</a> as a “cli-fi,” or climate fiction text, using the play as a vehicle to teach climate change.
Math education has not been spared either. <a href="https://www.nctm.org/atlanta2025/">The National Council of Teachers of Mathematics’</a> (NCTM) <a href="https://defendinged.org/incidents/the-national-council-of-teachers-of-mathematics-2025-annual-meeting-features-sessions-on-black-feminist-mathematics-pedagogy-antiracist-math-equitable-grading-social-justice-and-whiteness/">2024 conference</a> features sessions on antiracist math, whiteness, and social justice.
One session, <a href="https://www.aievolution.com/ntm2501/index.cfm?do=ev.viewEv&amp;ev=1951">Reflecting on My Whiteness</a>, describes math itself as a “white, patriarchal space” and offers strategies to “confront the oppressive forces of whiteness” and “dismantle inequitable practices” in the classroom. <a href="https://www.aievolution.com/ntm2501/index.cfm?do=ev.viewEv&amp;ev=2046">Another highlights</a> how black women in math education “disrupt systems of oppression” and center “Black Girl Joy.” A third, <a href="https://www.aievolution.com/ntm2501/index.cfm?do=ev.viewEv&amp;ev=1930">Democracy and Data</a>, claims math should be used to advance democratic participation through a social justice lens.
The American Federation of Teachers (AFT) follows the same script. At its <a href="https://web.cvent.com/event/b256b940-7874-4081-a4af-34edc50fd735/summary">July conference</a>, sessions focused on “racial harm,” “LGBTQIA+ allyship,” climate activism, and “mass mobilization training.” Teachers were also told to resist curriculum oversight as a political attack. In one session, the AFT admitted the obvious: the pandemic had a “devastating effect” on student literacy.
Yet, the same union that now bemoans literacy loss was a key player in lobbying to keep schools closed during COVID, a decision that fueled the very learning setbacks reflected in the 2024 National Assessment of Educational Progress (NAEP) scores. Despite <a href="https://ballotpedia.org/Elementary_and_Secondary_School_Emergency_Relief_%28ESSER%29_funding_by_state?utm_">$190 billion</a> in federal COVID-19 relief funds, the data indicate a failing K–12 education system.
Meanwhile, many educators are turning to <a href="https://defendinged.org/ethnicstudies/">ethnic studies</a>, often presented through a victim–oppressor lens. The radical ethnic studies group, Xicanx Institute for Teaching and Organizing (XITO), held a <a href="https://www.xicanxinstitute.org/summer-2025">2024 Summer Institute</a> that <a href="https://www.instagram.com/xitotucson/p/DKk82TWSPMe/">promoted</a> “decolonial popular education” and urged educators to view teaching as a political weapon. Its sessions featured activists tied to <a href="https://www.ethnicstudiespedagogies.org/gallery/07%20-%20TIAHUI%20-%20A%20Decolonial%20Framework.pdf">anti-Western and antisemitic rhetoric</a>, with the explicit goal of uniting street activism and classroom instruction. And yes, school districts are footing the bill with taxpayer dollars for teachers to attend.
The common thread across these trainings is the glorification of victimhood and activism, with teachers encouraged to turn students into activists for leftist causes. Rather than instilling confidence and agency, this mindset risks fostering learned helplessness, where students believe success is unattainable without intervention.
Summer training conferences are less about improving learning outcomes and more about transforming classrooms into engines of political activism — serving unions and activist groups, but leaving behind the very students schools are meant to serve.
* * *
Kendall Tietz is an investigative reporter for Defending Education.
The views expressed in this piece are those of the author and do not necessarily represent those of The Daily Wire.

MixCollage-18-Sep-2025-09-53-AM-6641

The Public School Activist Pipeline: ‘A Joyous Rebellion’

Anti-Racism

Equity

LGBTQ

National Education Association

Teachers Unions

I started following Charlie Kirk the moment he stepped on the stage of American politics. I watched him mature in his role as founder of Turning Point USA, and I distinctly remember admiring him for shifting its mission with the realization that the battle for America was not just a political battle, but a spiritual one as well. I was so enamored that I used to imagine being on Charlie’s show — but who was I?
And then it happened. God gave me a chance to be courageous. As a teacher in Loudoun County Public Schools, Virginia, one of the most controversial school districts in the country, I realized God’s truth was more important than my job security, and I took a stand. Alliance Defending Freedom represented me in a <a href="https://adflegal.org/case/cross-v-loudoun-county-school-board/?utm_source=dailywire&amp;utm_medium=oped">lawsuit</a> against LCPS’s transgender policy. We sued to protect free speech and religious freedom, and to advocate for the truth of God’s design.
Charlie Kirk was the first major media personality to invite us to share our story.
Charlie used his platform to take someone considered a “nobody” and elevate her. That is the kind of man he was. He looked to elevate others rather than himself. I have no doubt that, though I was represented by a prestigious legal organization, it was talking with Charlie on his show that made my witness visible and opened other opportunities for me to see God’s goodness in the midst of spiritual battle.
I’m a high school government teacher. I knew, even as I cried over the loss of Charlie and grieved for his wife and children, that I had many students who loved him. I needed the courage to go into school and talk with my classes about this tragic moment for our nation.
Here is what I said to all of my classes:
<blockquote>“One of Charlie Kirk’s repeated themes was how important it is to talk to one another. He often said when people stop talking, that’s when bad things happen. In a marriage, when people stop talking, divorce follows. In society, when people stop talking, that’s when violence happens. One of Charlie’s missions was to train a generation—your generation—how to do politics the right way, how to engage in honest, respectful civil discourse, especially with those whom you disagree.
“One of the things we’ll be learning in studying the Constitution is that there are two ways to govern people: by talking or by force. Democracies govern by talking. That means engaging respectfully with each other, arguing to persuade one another, discussing, negotiating, compromising, and deciding together how to move forward knowing not everyone is going to agree on everything but figuring out how to live together well even in our differences.
“Over the last few days we’ve learned about healthy and unhealthy civil society. The assassination of Charlie Kirk is the epitome of unhealthy civil society. Charlie believed in faith, family, and freedom. Because he was so confident in what he believed and spoke boldly about it, he was silenced…. Again, there are only two ways of governing people: by talking or by force. If we stop talking, there is only one other option.”</blockquote>
In 30 years, I’ve taught four generations of youth. In many ways, the kids of each generation have been the same — trying to grow up, find their identity, and navigate teenage angst. But over the last two years, I’ve noticed a shift.
For almost a decade, when it was time to stand for the Pledge of Allegiance, almost no students recited it. Some even refused to stand. Now everyone stands and recites the pledge. I’ve noticed a hunger for truth and a desire for more than slogans.
Now, more students courageously express their faith in school. It’s not every kid, but it is enough to inspire hope, and I believe that Charlie Kirk’s mission is part of the reason for it. His movement has had a ripple effect, even on the kids who have not necessarily followed him. His footprint is that big.
Charlie Kirk was hated because he was confident in what he believed, gifted at persuading others, and a man of integrity. Proverbs 29:10 says, “The bloodthirsty hate a person of integrity and seek to kill the upright.” Jesus told his followers that “the world hates me, and they will hate you because of me.” Goodness evokes one of two reactions from people: hostility or attraction. Those who are attracted want to embrace and merge with that goodness. Those who are hostile to goodness see it as a threat. Simply living right and being a person of integrity will invite hostility.
To our youth: You have a choice. Now is the moment for courage, the time to decide to do what is right, even knowing that it may cost you greatly. My prayer is that this generation, inspired by Charlie Kirk, will stiffen their spines and stand to fight for the same virtues that he stood for so that we may win back the soul of America.
* * *
Monica Gill is a government teacher at Loudoun County High School.
The views expressed in this piece are those of the author and do not necessarily represent those of The Daily Wire.

Charlie Kirk Speaks At The Cambridge Union

A Teacher’s Tribute: What Charlie Kirk Taught Me And My Students

Alliance Defending Freedom (ADF)

Charlie Kirk

Christianity

Free Speech

Loudoun County

Turning Point USA

Virginia

Few things are more important than the education of our young people. 
That’s why, when the National Assessment of Educational Progress (NAEP) released the <a href="https://www.nationsreportcard.gov/">Nation’s Report Card</a> earlier this week, I became concerned. Average scores among 8th and 12th grade students were lower across all three primary assessments — science, math, and reading. For example, only 22% of 12th graders were proficient at their level of mathematics and 35% were proficient at their level of reading.
Scores like these should remind all of us just how important a high-quality education is for every student. While these scores are discouraging, I believe when parents and students are given a choice in education and the right leadership is in place, we will see test scores like these go up, not down. 
Most students spend more awake time in school than at home during the week and thousands of families are counting on their state officials to deliver for their children. That’s why I’m running for governor of South Carolina, to ensure that every student has access to a high-quality education – whether that’s their local traditional public school, a high-performing public charter school, or a high-quality private school. I am confident that there are thousands of outstanding teachers across South Carolina, but there are also gaps in excellence in far too many places.
I’ve spent my career in business and understand that competition makes everyone better. When traditional public schools are competing against private and public charter schools, it drives innovation, efficiency, and a desire for excellence. This free-market principle is what creates great organizations that serve people well, and it’s the same principle that will improve education for South Carolina students.
Status quo politicians and special interests have tried to pit education freedom against great public schools. I fundamentally reject this flawed argument. I attended public school and many of my grandchildren currently attend public school – and I strongly support education freedom. South Carolina parents deserve the opportunity to choose what’s best for their child.
Fortunately, South Carolina has made significant strides in improving student-centered education over the past few years, but we have room to grow. As governor, my mission will be to improve public education, increase education freedom, and ensure high school graduates are ready for a job or college.
We know what moves the needle in public education – great teachers in classrooms and great principals leading schools. The research is overwhelming: the quality of teachers and principals are two of the top in-school factors for student success. I firmly believe that leaders should make data-informed decisions, and that’s why, based on this research, we should be rewarding our top-performing teachers and principals across the state.
I want South Carolina to become the top destination in the country for the best and brightest teachers and principals. We should create a merit pay structure statewide that offers bonuses to educators who are top performers – and we should offer an extra incentive to educators who are willing to bring their high-quality instruction to low performing schools. Infusing the principles of the free market into public education will improve outcomes for students.
Concurrent with statewide merit pay, South Carolina must expand education freedom for all families in the state. Education freedom is about ensuring parents are empowered to exercise their God-given right to choose what’s best for their children. As governor, I will work every day to expand education freedom until every family has the opportunity to choose the best education for their child.
Finally, as governor, I am committed to dramatically expanding career and technical education in South Carolina. For too long, schools and businesses have been ships passing in the night. Schools enroll students in career and technical education without actually talking to businesses about what skills are needed in the workforce. I’ve spent most of my life in the private sector and I know what it takes to bring business leaders into the conversation and ensure our students are being prepared with the skills needed for family-sustaining jobs. When schools and businesses are working together for student success, the entire state wins.
Few things are more important than education. As governor, I will focus every day on leading with students at the center of the conversation. Education funding is a core function of government and it should be treated as a treasure to invest in our next generation’s education.
* * *
Ralph Norman was born and raised in South Carolina. After a successful career as a small business owner in real estate development, he entered into public service, first as a South Carolina State Representative, then as a U.S. Congressman in 2017. He’s now running to be the next Governor of South Carolina. 
The views expressed in this piece are those of the author and do not necessarily represent those of The Daily Wire.

Open Book On Wooden Desk With Blurred Empty Classroom Background.

When Test Scores Drop, It’s Time For Real Education Reform

Charter Schools

School Choice

South Carolina

Editor’s note: The following commentary is an excerpt from remarks presented before the Presidential Religious Liberty Commission on Sept. 8, 2025, with minor edits made for readability.
* * *
I never expected that pursuing my dream to help hurting children would lead to a legal battle for our most basic freedoms.
I graduated from Southern Illinois University Edwardsville with a master’s degree in Art Therapy and Counseling in May 2022. I chose this path because God gave me a passion to fight for and preserve the innocence of children, especially those who’ve experienced deep complex trauma. Through art therapy, I’ve witnessed how expressive means can calm both body and mind and provide a mode of communication when words feel painful and impossible.
But while I was studying how to help others heal, I found myself betrayed by the very institution that was supposed to equip me for that mission.
My program was small — just 10 students—and we became very close. We would talk about being in each other’s weddings and supported each other like family.
But about a year in, something shifted. I came to Southern Illinois University thinking I was there to become a counselor. But I soon realized the university expected me to adopt and promote a specific ideology — one rooted in Marxism and critical race theory, even when it conflicted with my religious and professional beliefs.
When called on in class, I shared my perspective respectfully, asking whether these ideas served the best interests of our future clients.
Instead of respectful dialogue, my Christian and conservative beliefs were met with hostility — not only from classmates but even professors.
But I didn’t expect what came next.
The university issued three no-contact orders against me. You might wonder what a no-contact order is. I did, too. It’s essentially a restraining order, and it applied on and off campus. It meant I couldn’t talk to, sit near, or even be in the same coffee shop with the three classmates who had filed the complaints.
I was shocked. I asked what I’d done. The university said I hadn’t violated any policy. But without any communication or investigation, I received a threat of “disciplinary consequences” if I violated the no-contact orders. And they even copied a university police officer on each order to drive this threat home.
After this, I stopped speaking in class. I was isolated and scared — like I was in a relationship with abusers — trapped in a system that punished me for having different beliefs.
I thought back through every conversation I’d had with my classmates. I couldn’t think of anything I’d done that could be taken as offensive, let alone aggressive. I became afraid.
And with fear came a sense of powerlessness. I started having trouble sleeping. I lost my appetite. And I began to worry what might happen if my professors — who clearly disapproved of my views — decided to block me from graduating or finding a job.
I reached out to Alliance Defending Freedom, and they sent a demand letter to the university. Five days later, the university rescinded the no-contact orders. Two weeks later, it finally told me what the accusations were.
Three classmates had complained about some social media posts where I’d expressed my Christian and conservative views on current events. They claimed the mere expression of my views were “microaggression[s].”
One student said I was “threatening” because I couldn’t embrace critical race theory, which I had said failed to treat people with dignity regardless of race. She told the school I was threatening even though in the same conversation I had praised her for having a “beautiful heart” with a deep “compassion for children.”
Sadly, even after the no-contact orders were lifted, the attacks continued.
University officials refused to tell students that I hadn’t broken any policies. Instead, they e-mailed faculty, students, and alumni, implying that I had engaged in “oppressive acts” and “misconduct.”
The university held a “community meeting” where students publicly attacked my faith and accused me of being racist, oppressive, and creating a toxic learning environment.
Fellow students maligned my name in a school newspaper.
But one of the most painful moments came when a classmate and former friend created an art display titled The Crushing Weight of Microaggressions. It featured a personal text I’d sent her where I shared that, even if we might disagree on some things, I cared about her and that “[M]y personal beliefs are grounded in objective truth by the Gospel of Jesus Christ.”
I was heartbroken to see my words so misunderstood. I loved my classmates, including this girl. To this day, I wish we could have shared our diverse beliefs with mutual respect and kindness. But that was sadly not my experience.
I wasn’t punished for harming anyone; I was punished for having a different perspective, being a Christian, and asking honest questions. At a public university, which is supposed to be a marketplace of ideas, I was silenced for sharing mine.
I knew I couldn’t just walk away. I live by Dietrich Bonhoeffer’s quote: “Silence in the face of evil is evil. God will not hold us guiltless. Not to speak is to speak, and not to act is to act.”
I could not be silent knowing that what happened to me could happen to future students. Our freedoms are too precious not to defend.
So I filed a <a href="https://adflegal.org/case/dejong-v-pembrook/?utm_source=dailywire&amp;utm_medium=oped">lawsuit</a>.
After the university tried — and failed — to dismiss my case, it agreed to settle. It changed its policies to ensure all students, regardless of political or religious beliefs, are welcome. And it revised how no-contact orders are used so that they can’t be weaponized to punish simple differences of opinion.
But what weighs on my heart to this day: I should never have had to sue. Public universities have a duty to protect open dialogue, not punish it. They should welcome differences, not erase them. And no student should be shamed or silenced for their faith.
Looking back, I can see how what was meant to break me — God used to shape me.
Through the fear and betrayal, He gave me the courage to speak, even when my voice shook. He taught me to love even those who misunderstood or maligned me.
I’m so grateful to President Donald Trump and the Religious Liberty Commission for their bold work to protect our First Amendment freedoms — freedoms that belong to all of us regardless of faith, race, or creed.
The truth is: Freedom is fragile. Silence is costly. But courage is contagious.
* * *
Maggie DeJong obtained her master’s degree in Art Therapy and Counseling from Southern Illinois University Edwardsville.
The views expressed in this piece are those of the author and do not necessarily represent those of The Daily Wire.

Students Collaborating and Studying in a Cozy Cafe Setting

Taking A Stand Against My University Took Courage — But Courage Is Contagious

Christians

College

Woke Culture

In March, the Trump Administration issued an <a href="https://www.whitehouse.gov/presidential-actions/2025/03/restoring-truth-and-sanity-to-american-history/">Executive Order</a> (EO) calling for a restoration of “Truth and Sanity to American History” which included a review of the Smithsonian Institute Museums. Now, the Administration is making good on that EO.
Naturally, politicians, Left-wing media, and the far-Left are pouncing with charges of &#8220;Stalinist tactics,” “fascism,” and “Trump’s historical vision.”
Yet, the most glaring example to justify the Administration’s action is the now <a href="https://www.newsweek.com/smithsonian-race-guidelines-rational-thinking-hard-work-are-white-values-1518333">infamous</a> Smithsonian’s National Museum of African American History and Culture’s &#8220;Aspects and Assumptions of Whiteness in the United States.&#8221;
But it is not just the one museum, the American Art Museum also features a <a href="https://americanart.si.edu/furthering-conversation-about-whiteness">page</a> titled “Furthering the Conversation About Whiteness.”
While the auditing of these institutions is probably overdue and necessary, there also needs to be a spotlight put on the teaching of culture and history in our educational institutions, especially K-12 schools.
The defensive position from the Left is that they just want to teach “<a href="https://www.cnn.com/2021/07/27/opinions/teachers-union-critical-race-theory-schools-weingarten">honest history</a>.” Meant to sound noble, this is nothing more than wordplay. It is misdirection in an attempt to hide their heavily curated and far-Left [re]vision of history.
“Honest history,” as they will have the public believe, is just teaching the history of “underrepresented groups” to highlight their contributions to the United States. However, peel back the feel-good façade and it is clear there is a political agenda to advance anti-American, anti-Western ideologies – i.e. anti-“whiteness.”
In the context of K-12 education, there is no clearer example of this than [liberated/critical] ethnic studies.
Sold to school districts, parents, students, and the public writ large as the teaching of history and culture of minority groups, it is a far-Left radical political programming.
It is agitprop being deployed on children into K-12 schools. Amping up their emotions, preying on their empathy, and then feeding them politically biased content.
It’s general framework begins with a heavy focus on a student’s various racial and ethnic “identities,” or intersectionality. The intention is to create a strong tribal attachment to the student’s collective identities.
It then introduces “<a href="https://www.newsmax.com/politics/critical-competency-consciousness/2023/12/07/id/1145144/">critical consciousness</a>,” which trains students to find racism and oppression everywhere in their lives. Driving them into a constant state of anxiety and fear.
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For example, a recent Castro Valley Unified School District ethnic studies <a href="https://cvk12ca.community.highbond.com/document/cf8c0982-2db8-464f-83da-7932fab50636/">presentation</a> to the district board demonstrates this via student art which states “As an Asian American, racism is prevalent all around me.”
Ethnic studies activate deep feelings of anger and resentment in students towards the United States, and even towards their white teachers and peers.
A <a href="https://cla.umn.edu/ridgs/ethnic-studies-initiative/ethnic-studies-evaluation-projects">review</a> of Saint Paul Publics Schools’ ethnic studies program by the University of Minnesota highlights several students’ reflections on the course. One anonymous student stated &#8220;Why would a course about being critical have white teachers? My school has one [B]lack teacher teaching it. How can we be critical if we don’t listen to the voices who are firstly impacted? Also, white teachers even if they mean well will implement their own biases that students will have to deal with.”
The political programming continues by creating heroes, legends, and mythology through the intentional curation of historical events and peoples that have modeled “resistance” against whiteness. Examples include <a href="https://defendinged.org/incidents/ethnic-studies-course-features-poster-of-che-guevara-on-wall-includes-content-focused-on-white-supremacy-and-privilege/">Che Guevara</a>, the <a href="https://defendinged.org/incidents/scotts-valley-unified-school-district-ethnic-studies-course-teaches-students-that-capitalism-heterosexism-and-ableism-are-systems-of-oppression-and-forms-of-oppression-requires-students-to-part/">Black Panther Party, Angela Davis</a>, and even a defense of <a href="https://defendinged.org/incidents/san-francisco-unified-school-district-provides-resource-to-social-studies-and-ethnic-studies-teachers-that-claims-israeli-terrorism-has-been-significantly-worse-than-that-of-the-palestinians-reso/">anti-Israel</a> activism and terrorism.
Finally, students are taught and required to engage in far-Left social justice activism. Under the guise of “Youth Participatory Action Research,” students are trained to become street <a href="https://dailycaller.com/2023/11/20/staley-k-12-student-demonstrations-equity-double-standard/">activists</a> for the flavor-of-the-day far-Left cause.
Eventually, the goal is to embed it into every single subject area and <a href="https://defendinged.org/incidents/santa-rosa-city-schools-ethnic-studies-courses-feature-critical-race-theory-whiteness-and-social-justice-activism-paid-ethnic-studies-consultant-530000-over-four-years/">curriculum</a>. They admit this outright.
In California, San Rafael City Schools <a href="https://simbli.eboardsolutions.com/SB_Meetings/ViewMeeting.aspx?S=36030430&amp;MID=24501&amp;enIID=fBHmEqAHmyvMJ3CrfpluszzjQ%3D%3D&amp;srch=ethnic+studies&amp;ktype=Exact&amp;Tab=Agenda">contracted</a> with the University of California Berkeley’s <a href="https://ucbhssp.berkeley.edu/ethnic-studies">History-Social Science Project</a> to integrate ethnic studies “concepts and pedagogies” into the district’s World and U.S. history courses.
The university’s site states that it is assisting teachers and districts in integrating the “<a href="https://docs.google.com/document/d/13h6vVmJEeVyk1XdBAGZDuxMiZjLhhoYD4loNz7NSlck/copy">CA Ethnic Studies Model Curriculum</a>” into courses, which includes helping teachers “familiarize themselves with&#8230;critical race theory, intersectionality, which are key theoretical frameworks and pedagogies.”
This issue is not about the actual teaching of culture and history; it is about how far-Left actors are advancing their cultural revolution via the long march through American institutions.
While the Administration and public focus their attention on the national museums, heavy scrutiny must simultaneously be placed on the teaching of “honest history” and ethnic studies in K-12.
The advancement of anti-American and anti-Western ideologies need to be removed from classrooms.
* * *
Rhyen Staley is a researcher for Defending Education. He holds a master&#8217;s degree in elementary education and has over a decade of classroom experience in both public and private schools. He has over 25 years of volleyball coaching experience from Women’s Division I down to junior high.
The views expressed in this piece are those of the author and do not necessarily represent those of The Daily Wire.

Empty Black Board in Classroom

‘Furthering The Conversation About Whiteness’: Anti-American Rhetoric On The Rise In The Classroom

'Furthering The Conversation About Whiteness': Anti-American Rhetoric On The Rise In The Classroom

American History

California

Critical Race Theory

Diversity Equity and Inclusion (DEI)

Ethnic Studies

Whiteness

Students across the country are getting ready to head back to school, and this year they’ll have the chance to take on a different kind of assignment: the first-ever Presidential AI Challenge. An outgrowth of an executive order signed by President Trump in April, the Challenge aims to inspire students, educators and community leaders to work together to ensure the next generation is ready to take on the unprecedented technological change we can expect in the near future. This goes beyond politics, and asks students to find ways to use artificial intelligence to respond to challenges in students’ local communities.
This initiative has arrived not a moment too soon. New developments in AI are announced almost daily – some promising, some disconcerting. The headlines show us every day that this world-changing technology will need governance and guardrails left firmly in qualified human hands. The Trump White House understands this, and is right to engage America’s youth. Who better to challenge our thinking on emerging tech than those who will be impacted the most?
If educators prioritize safe and ethical engagement with AI in the classroom, this could be one of the most consequential school years in decades. Generation Z is coming close to the end of their school years. Generation Alpha, in school behind them, may well be renamed by history as “Generation AI,” because they will be the first to come of age in a world with all the power of artificial intelligence at their fingertips. The sooner they start working through what that means, the better.
Different schools and communities will inspire students to meet the Presidential AI Challenge in different ways, but there are a few consistent elements that educators, community leaders, and the tech community should strive to instill in American youth so that they learn to engage with AI in responsible, ethical ways.
The first is to reconceptualize the idea of digital citizenship. It’s not just about being nice on social media anymore (although that remains important). But we must make sure students understand that AI is a tool to be used responsibly, and that being a good citizen extends to online communities. Understanding ethical standards is key, as is the constant reminder that technology should serve humanity, and not the other way around. As powerful as the technology will be, the students using it will have to remember that their human mind is still in charge.
If the human minds are to remain in charge, we will need to sharpen critical thinking skills at all educational levels. Switzerland and Sweden, for instance, have integrated these skills into all levels of their curriculum – even into continuing education in their workforce. Critical thinking will be the bedrock of ethical AI use. By fostering skills to question, analyze, and evaluate AI outputs, we empower learners to challenge assumptions and create AI systems that foster trust and respect. The use of AI as a crutch – like writing your term papers for you – is the exact opposite of this. It’s more than just lazy – it sets us back on doing the important work to keep this technology in check.
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To stop AI from replacing critical thinking, we should train students to use AI as a tool for exploration and curiosity: start with an idea in your own brain, then explore further with AI-generated insight that you never fully trust and always verify. Once outputs are created, there must always be a &#8220;human in the loop&#8221; by design, evaluating AI outputs and coming up with an original solution based on human judgment. Students can study, design, and ensure solutions reflect steps that allow humans to interject moral reasoning and human creativity.
The next generation will need to understand more than just how to interact with a chatbot in a safe, ethical, and helpful way. AI’s ripple effects will go beyond our screens, as the need for more physical data centers to power AI innovation increases. We must set an example by wrestling with policy questions, like energy access issues, in an empathetic, human-centered way. We don’t want power grids diverting power to data centers while hospitals can’t keep their machines on. AI must be used to uplift communities, as outlined in the Presidential AI Challenge.
We are poised to mark the 250th anniversary of America’s founding in a world abounding with technology that our founders could only dream of. But the same values that inspired them, a “decent respect” for freedom, human dignity, and individual rights, should guide us as we explore this uncharted technological territory. The upcoming school year, educators and students alike have a fascinating opportunity to engage with this technology in ways that align with our values.
* * *
Theresa Payton is the founder and CEO of Fortalice Solutions. She served as the White House Chief Information Officer under President George W. Bush, and co-founded the Major-Payton School of Business at Immaculata University.
The views expressed in this piece are those of the author and do not necessarily represent those of The Daily Wire.

School boy in a computer lab.

AI Heads Back To School: Students Face A Challenge That Will Shape The Future

Computer

President Trump

Schools

Anxious Teenage Student Sitting Examination In School Hall

The Fake ‘Mental Health’ Test Coming To Your Child’s School

Big Pharma

Health Care

Illinois

Matt Walsh

Mental Health

Pfizer

Anti-Israel activism has turned into criminal acts on college campuses all across America– including mine. Since the massacre of Israeli citizens by Hamas on October 7, 2023, my campus has been the victim of at least three incidents of antisemitic vandalism, with only the most recent garnering any strong public condemnation from the University.
In a follow-up letter sent to President Armstrong less than two months after his testimony before the U.S. House Committee on Education and the Workforce in a hearing titled Beyond the Ivy Leagues: Stopping the Spread of Antisemitism on American Campuses, the committee specifically highlighted a recent June 4 vandalism incident during which “pro-Palestinian activists vandalized a Cal Poly building with slogans including &#8216;Free Palestine&#8217; and &#8216;Cal Poly Divest.'&#8221;
I was present on May 7 in the Rayburn House Office on Capitol Hill in Washington, D.C. when President Armstrong gave that testimony. The hearing was meant to spotlight antisemitism on campuses like mine. During his remarks, President Armstrong asserted that Cal Poly is committed to fostering an environment free from discrimination and religious intolerance.
However, this claim is contradicted by the university’s own actions — including its sponsorship of a Cal Poly Students for Justice in Palestine (CPSJP) event titled “All Day for Palestine” on May 31. Just four days before the group of anti-Israel activists carried out the vandalism attack on a Cal Poly building, two university-run departments — the Multicultural Center (MCC) and Student Diversity and Belonging — co-sponsored the event.
The caption promoting the event on the MCC’s Instagram account read: “Don’t miss out on this opportunity to commune with like-minded people and honor the culture of Palestinian resilience… and as always, Free Palestine!!!” This was not a neutral gathering, and the university did not just permit it – it funded and endorsed it, allowing for antisemitic messaging to be amplified with institutional support.
<div id="attachment_945441" style="width: 874px" class="wp-caption aligncenter"><img loading="lazy" decoding="async" aria-describedby="caption-attachment-945441" class="size-large wp-image-945441" src="https://dw-wp-production.imgix.net/2025/07/GettyImages-1848486361-864x576.jpg" alt="San Luis Obispo California, USA - 11-10-2023: California Polytechnic State University at San Luis Obispo known simply as &quot;Cal Poly.&quot; It was brought into the California State University system in 1960 focusing exclusively on STEM education, applied sciences, engineering, sciences, and technology. California has two other technical schools one in Pomona and the other in Humboldt." width="864" height="576" srcset="https://dw-wp-production.imgix.net/2025/07/GettyImages-1848486361-864x576.jpg 864w, https://dw-wp-production.imgix.net/2025/07/GettyImages-1848486361-300x200.jpg 300w, https://dw-wp-production.imgix.net/2025/07/GettyImages-1848486361-768x512.jpg 768w, https://dw-wp-production.imgix.net/2025/07/GettyImages-1848486361-1536x1024.jpg 1536w, https://dw-wp-production.imgix.net/2025/07/GettyImages-1848486361-2048x1366.jpg 2048w, https://dw-wp-production.imgix.net/2025/07/GettyImages-1848486361-1800x1200.jpg 1800w, https://dw-wp-production.imgix.net/2025/07/GettyImages-1848486361-1200x800.jpg 1200w" sizes=" (max-width: 864px) 100vw, 864px" />JasonDoiy. Getty Images.</div>
The event, hosted at the heart of campus in the University Union, spanned six hours and featured students wearing keffiyehs hoisting Palestinian flags and distributing antisemitic materials. Fliers featured slogans such as “From the river to the sea,” a phrase calling for the elimination of Israel, while another pamphlet promoted the Boycott, Divest, Sanction (BDS) movement, which framed Israeli universities, companies, and cultural institutions as targets for protest and isolation.
These messages are not just hateful in theory — they appear to have inspired the June 4 vandalism, which echoed their rhetoric. Given this context, it is no surprise that a group felt emboldened to carry out the criminal act just days later.
To make matters worse, only hours after the vandalism incident, CPSJP posted a Venmo link titled “SLO Bail Fund” on their Instagram story, soliciting donations for the individuals arrested for committing the act. The post claimed the activists had been arrested for “protesting for a free Palestine” — effectively justifying and even celebrating their actions.
As a Jewish student leader of multiple clubs, I am familiar with the extensive process of requesting and hosting on-campus events, let alone gaining co-sponsorship from a university division. It requires multiple faculty members and administrators signing off and many other logistical hurdles. It is clear that the “All Day for Palestine” event was not an oversight, but a coordinated, institutionally-endorsed initiative which platformed materials and rhetoric that alienated and endangered Jewish students.
This danger is not theoretical. The call for a “Free Palestine” is precisely the same language which has been most recently used in two terror attacks against Jews in Washington D.C. and in Boulder, Colorado. The fact that it has also inspired criminal conduct on our campus demands education and leadership about the harm of misinformation and the vilification of Zionism, or the belief in the Jewish right to self determination in their ancestral homeland, which most Jews around the world agree is central to their Jewish identity.
Cal Poly Students for Justice in Palestine has made its goals unmistakably clear. In an Instagram post celebrating the “All Day for Palestine” event, the group advertised an upcoming meeting to “further define the role of the student intifada for a free Palestine.” The term intifada is historically associated with violence targeting Jews, and its promotion on a college campus by a university-sanctioned group should raise alarms.
It is time for Cal Poly to make a choice: Will the university continue to bolster antisemitic activity under the guise of social justice — such as sponsoring events like “All Day for Palestine” — or will it take meaningful action to protect its Jewish students before the climate worsens? Will it be proactive or reactive? Unfortunately, if a direct call from Congress failed to inspire decisive actions against all forms of antisemitism, it is difficult to imagine what will.
* * *
Adira Fogelman is a third-year student at Cal Poly San Luis Obispo studying Business Administration and Law. She is also the Vice President of SLO Hillel and the Vice President of Mustangs United for Israel.
The views expressed in this piece are those of the author and do not necessarily represent those of The Daily Wire.

College Presidents Testify At House Hearing On Antisemitism On Campuses

After Testifying Before Congress On Antisemitism, Cal Poly Hosted ‘All Day For Palestine’

Anti-Semitism

antisemitism

Congress

Hamas

Israel

Students for Justice in Palestine

It’s no secret that history’s oldest prejudice is on the rise in the Big Apple. In 2024, the NYPD <a href="https://www.timesofisrael.com/in-nyc-jews-targeted-in-hate-crimes-more-than-all-other-groups-combined-in-2024/">recorded</a> an antisemitic attack every 25 hours. All in all, there were 345 antisemitic hate crimes, which constituted roughly 54% of all hate crimes reported in the city.
When it comes to combating these trends, the city’s Department of Education (DOE) has been missing in action. Parents, teachers, and students have repeatedly complained that the city’s public schools have done <a href="https://mjhnyc.org/press/jewish-advocates-demand-policy-changes-to-combat-antisemitism-at-nyc-public-high-schools/">very little</a> to address antisemitic incidents on their campuses.
Moreover, antisemitic propaganda — including an article from Nation of Islam leader Louis Farrakhan declaring that “Jewish behavior has ill-affected Black people and others” — has <a href="https://nypost.com/2025/05/31/us-news/nyc-teachers-getting-anti-israel-literature-in-doe-schools/">dripped</a> into school newsletters, materials, and mass emails at least five times over the past couple of months.
However, the DOE won’t sit on the sidelines for much longer. Its latest initiative? A new Jewish addition to the existing Hidden Voices social studies curriculum, which <a href="https://www.chalkbeat.org/newyork/2025/06/16/natalia-mehlman-petrzela-discusses-jewish-america-history-fighting-antisemitism-in-hidden-voices-curriculum/">focuses</a> on “centering diverse historical figures left out of typical textbooks.” In this case, that includes profiles of Jewish figures like WNBA player Nancy Lieberman and sex-positive therapist and talk-show host Ruth Westheimer. These profiles are intended to provide role models for Jewish students and introduce others to Jews’ contributions to society.
But don’t be fooled. This isn’t a serious attempt to battle antisemitism in New York City. It’s just a shallow gesture that lumps Jews into the very DEI bubble that helped create this problem to begin with. While Diversity, Equity, and Inclusion initiatives are often well-intentioned, this won’t protect the city’s Jews, it’ll just paint a bigger target on their backs.
Natalia Mehlman Petrzela, the historian behind NYC Public Schools&#8217; &#8220;Hidden Voices&#8221; social studies curriculum made it clear that her &#8220;Jewish American&#8221; history segment is an identity-based curriculum — she <a href="https://www.chalkbeat.org/newyork/2025/06/16/natalia-mehlman-petrzela-discusses-jewish-america-history-fighting-antisemitism-in-hidden-voices-curriculum/">told</a> Chalkbeat New York that &#8220;these materials push educators and students to think about who identity-based curricula are for,&#8221; and that she hopes the program &#8220;invigorates [students] to commit to a pluralism and universalism that I personally think is the beating heart of a healthy community.&#8221;
Simply put, Petrzela argues that by lumping Jews — who she calls a “tiny minority” — in with other DEI groups, we can all learn more about each other.
Yet Petrzela’s approach ignores DEI’s fatal flaw. Most DEI programs <a href="https://www.amazon.com/Pedagogy-Oppressed-Anniversary-Paulo-Freire/dp/0826412769">root their philosophy</a> in an oppressor vs oppressed binary, where the oppressed can do no wrong and the oppressors should be treated with contempt. This binary is especially dangerous for Jews because they rose from poverty and persecution around the world to become one of the most successful and enduring subgroups in the United States. Therefore, many DEI advocates, whether they know it or not, <a href="https://www.tabletmag.com/sections/news/articles/the-dei-complex-will-never-protect-jews">relegate</a> Jews into the “oppressor” category.
New York City’s schools are no exception — after all, state-level officials are <a href="https://www.washingtonpost.com/education/2025/04/06/new-york-schools-dei-trump/">refusing to part</a> with DEI, and the district’s <a href="https://www.studentpathways.nyc/">Office of Student Pathways</a>, which infamously sent a <a href="https://www.google.com/search?q=office+of+student+pathways+nyc+jews&amp;sca_esv=ccb8066356fd07b7&amp;sxsrf=AE3TifOxZmNlWkSUmgiFYTMS0tj3sFta0A%3A1750776477842&amp;ei=nbpaaLyZM5yOur8PsPTkyQk&amp;ved=0ahUKEwj826vQpoqOAxUch-4BHTA6OZkQ4dUDCBA&amp;uact=5&amp;oq=office+of+student+pathways+nyc+jews&amp;gs_lp=Egxnd3Mtd2l6LXNlcnAiI29mZmljZSBvZiBzdHVkZW50IHBhdGh3YXlzIG55YyBqZXdzSOgIUJwDWJcIcAF4AJABAJgBnwGgAc4DqgEDNC4xuAEDyAEA-AEBmAIEoALRAsICChAAGLADGNYEGEfCAgsQABiABBiRAhiKBcICBhAAGBYYHsICCBAAGIAEGKIEwgIIEAAYogQYiQXCAgUQIRigAZgDAIgGAZAGCJIHAzMuMaAH_Q-yBwMyLjG4B88CwgcDMi4yyAcD&amp;sclient=gws-wiz-serp#:~:text=NYC%20public%20schools,news%20%E2%80%BA%20nyc%2Dpubli...">newsletter</a> decrying the “genocide” in Gaza back in April, often uses DEI rhetoric. 
These ideas cannot form the foundation of an effective &#8220;anti-antisemitism&#8221; plan. Institutions that hate Jews cannot teach people not to hate Jews.
The bigger problem? Even if the DEI apparatus were willing to give Jews a fair shake, this approach still wouldn’t be successful. Evidence <a href="https://aristotlefoundation.org/reality-check/what-dei-research-concludes-about-diversity-training-it-is-divisive-counter-productive-and-unnecessary/">suggests</a> that DEI training fails to stop bigotry or intolerance. Instead, “when people attempt to suppress unwanted thoughts, these thoughts are likely to subsequently reappear with even greater insistence than if they had never been suppressed.” In other words, if applied here, DEI won’t serve to educate antisemitism away — it could make the problem even worse.
Unfortunately, the problem exists regardless of the quality of the educational materials. Research <a href="https://www.the74million.org/article/kisida-bowen-can-we-educate-hate-away-new-study-of-students-holocaust-education-shows-its-possible-but-only-if-conditions-are-right/">indicates</a> that even when students have access to high-quality educational materials — like first-person accounts of the Holocaust — they don’t always become more tolerant of other people and cultures. In an <a href="https://www.tandfonline.com/eprint/MFDZAWYKHJGI8EWQPY4N/full?target=10.1080/19345747.2019.1652712">experiment</a> involving the Holocaust Memorial Museum in Houston, some students left slightly less tolerant than when they came in.
If New York City continues on its current path, it may create the very thing it aims to destroy. Fighting antisemitism will require more than teaching children about Jews. It will require a school culture that shows zero tolerance for hatred based on religion, ethnicity, or any other immutable category — that means vigorous policing of social media apps within schools and effective discipline for students who engage in antisemitic activity.
What it should not include is DEI. Identity politics cannot and will not end the antisemitic wave in New York’s schools and streets.
* * *
Garion Frankel is a native of the New York metropolitan area and a Ph.D student in PK-12 educational leadership at Texas A&amp;M University. He is a Young Voices Middle East History and Peace Fellow, and his articles can be found in outlets like Newsweek, USA Today, and the Houston Chronicle.
The views expressed in this piece are those of the author and do not necessarily represent those of The Daily Wire.

New York City Students Head Back To Class For First Day Of School

NYC Public Schools Think DEI Can Fix Antisemitism. It Won’t.

Jewish

New York City

In 2025, American students from kindergarten through law school are dumber than they’ve ever been, and we needn’t look beyond the nation’s abysmal math and English literacy <a href="https://nces.ed.gov/nationsreportcard/" target="_blank" rel="noopener">NAEP scores</a> to prove it. Now, more than 200 California bar exam takers have had their failing scores <a href="https://www.foxnews.com/us/more-than-200-california-bar-exam-takers-move-from-fail-pass-after-new-scoring-adjustment?intcmp=tw_fnc&amp;taid=683e94171dc732000173e032&amp;utm_campaign=trueanthem&amp;utm_medium=social&amp;utm_source=twitter">adjusted</a> to “pass,” indicating that the newest crop of California lawyers are dumber than they’ve ever been, too. What’s more, under simultaneous consideration by the state bar is a rule allowing students who registered for — but withdrew from — taking the bar exam altogether, to practice law under the supervision of “qualified” attorneys, bar exam be hanged.
Something nefarious is afoot, and its name is equity.
Public schools in Arlington, Virginia, <a href="https://ednewsva.org/arlington-public-schools-lowers-grading-standards-in-the-name-of-equity/">allow</a> students to redo assignments, turn in late work, and reduce the weight given to homework and quizzes. Georgia public schools went more than <a href="https://www.usnews.com/news/best-states/georgia/articles/2022-06-10/no-a-to-f-grades-for-georgia-public-schools-for-third-year#:~:text=Georgia%20will%20go%20a%20third,of%20the%20COVID%2D19%20pandemic.&amp;text=June%2010%2C%202022%2C%20at%202%3A30%20p.m.">three</a> years without assigning A-F grades to any student in the state.
Portland, Oregon public schools have <a href="https://lawenforcementtoday.com/portland-school-district-launches-initiative-to-ban-teachers-from-giving-zeros">implemented</a> grading practices that bar teachers from assigning &#8220;zeros&#8221; to students who cheat or fail to turn in assignments — a process ostensibly geared toward eliminating &#8220;racial disparities&#8221; and &#8220;inequities&#8221; in grading and instruction.
Education failures like these bear a direct relationship to “equity” — a principle geared toward equality of outcome, not equality of opportunity — and its ruinous impact on every aspect of American learning. Equitable grading for example, a concept popularized by <a href="https://www.gse.harvard.edu/ideas/ed-magazine/19/05/grade-expectations">Joe Feldman</a>, author of the book “Grading for Equity,” seeks to replace traditional grading concepts which use measurable inputs and outcomes (like class attendance and participation, test scores, and completed assignments) with “equitable grading” techniques that rely on “accuracy,” “bias resistance,” and “motivation.” This noxious trend has replaced what little academic rigor American educational institutions do impart with practices that dumb down all students and guarantee the equivalent of academic participation trophies.
If you think that this sounds unfair, lowers the expectations of all students, or weakens academic rigor, you’d be right on all accounts. 
If you think that it might cause confusion for teachers, students, and parents, or reduce clear metrics by which students can be measured, or give students a false sense of security as they approach higher education and the workforce, you’d be right again.
Among popular “equitable grading” practices are “minimum grading” policies, which prevent teachers from assigning students less than 50% credit. Common, too, are prohibitions on grade penalties for late work and bans on grading homework and class participation. But not only do these exercises risk removing both discretion from teachers and crucial incentives for students to study hard, they dilute expectations and are nearly guaranteed to harm students they are purportedly meant to help.
Equitable grading policies are also big business, as our <a href="https://defendinged.org/investigations/equitable-grading-consultants/">research shows</a>.
In fact, a small research cohort yields evidence of expenditures of $9 million in American tax dollars spent on equity consultants since 2014, with California as the biggest offender. Our survey of 39 school districts across seven states in the past 11 years is proof positive that many educational institutions are more concerned with race essentialism and progressive, <a href="https://defendinged.org/resources/understanding-equitable-grading-jargon/">jargon-laden</a> social experimentation than they are with preparing their students for the real — and often intellectually challenging — world.
When activists demand “equity,” what they’re really saying is that the basic American value of color-blind equality of opportunity, with the rules applying equally to everyone, regardless of race — is itself, racist, because equality of opportunity doesn’t always produce equality of results. But “equity,” or attempting to achieve equality of results, requires the discrimination of one group over another — even though both started from the very same place, with the very same teachers, tools, resources, and tests at their disposal. “Equity” flies in the face of the Constitution’s guarantee that all Americans receive “equal protection” of the laws, with none garnering more or less.
Only <a href="https://citizensandscholars.org/resource/national-survey-finds-just-1-in-3-americans-would-pass-citizenship-test/">36%</a> of Americans can pass a multiple-choice test consisting of items from the U.S. Citizenship Test. An 8th grade <a href="https://newrepublic.com/article/79470/1895-8th-grade-final-exam-i-couldnt-pass-it-could-you">final exam</a> from 1895 has stumped even the brightest of today’s scholars. As rigor falls, so do standardized test scores — hence the decision of many colleges and universities to make college applications “test-optional,” and eschew the traditionally required ACT or SAT exam scores.
State and local education institutions must focus on rigorous instruction and strong family-community ties that build trust, not on ensuring every student is pushed forward, no matter their readiness, in order to meet an unspoken social, equity-driven metric. This is how employment — and ultimately, economic — crises are made.
American students need more rigor, more discipline, more accountability, and more stringent grading systems.
And please, for Heaven’s sake, let’s get better lawyers.
* * *
Sarah Parshall Perry is vice president and legal fellow at Defending Education.
The views expressed in this piece are those of the author and do not necessarily represent those of The Daily Wire. 
Correction: We have corrected the spelling of the word &#8220;afoot.&#8221;

Setting the page on fire with some hard work

American Students Are Dumber Than Ever, Thanks To ‘Equity’

American Students Are Dumber Than Ever, Thanks To 'Equity'

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