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We need an Emily Hanford to sort out the good the bad and the ugly on DEI – and we may have found him

It almost always boils down to people doesn’t it, and Emily Hanford and her exhaustive reporting pulled back the curtain on a flawed theory for teaching reading that has negatively affected much of the country.  She used real examples and a range of individuals to teach parents what was wrong, and why, and since then more than a dozen states are changing laws and real consequences have been delt to those holding onto bad ideas.  Emily described suffering greatly early on, only to be made stronger and wiser by picking that battle.  Thank you, thank you, thank you, Emily.


In the Village of River Forest IL, a tiny corner of Chicago, it seems too often we’re getting the opposite of what the words used were meant to promise.  A few felt strongly our village needed to be more “welcoming,” and since the resolution was enacted tension seems to be on the rise.  Wasn’t this a call for kindness? 


A loud minority said local public schools needed to be more “inclusive”, and the new policies and practices behind this have residents and teachers leaving River Forest and Oak Park for other districts and nearby private schools.  Now, it’s possible to offend anyone with just about anything said, worn, or taught, and in school the loop was hardwired with new systems where students can anonymously tattle on other students.  Policy aimed at generalizing has instead caused division.


A few years ago, a new school board president suddenly told us “our teachers and the curriculum discriminate against black and brown students”, and “equity” was the solution.  It sounded fair.  Instead, the policy of equal outcome soured teacher’s and drove achievement downward for students of every make and model.  “Fear of retribution” has been the most frequent answer when parents with children in the district are asked why they don’t ask questions.  Does this sound welcoming, inclusive, or fair? 


The author of these school changes wanted them so bad he penciled in “memorializing” the plan and making “permanent” the DEI committee.  Was this a little desperate? And, since when is anything permanent in school besides lousy milk.


The topic is taboo, lacks an honest investigative try by local media, and rarely is discussed above the volume of a whisper in the community.  We need an Emily Hanford to sort out the good the bad and the ugly on DEI, and we may have just found him in Nicholas Confessore at the NYT.


Nicholas is an investigative reporter that recently published a thorough case study on DEI policy at University of Michigan.  He interviewed over 60 students and administrators, obtained internal documents, and vetted findings with supporters and critics of DEI policy.  He’s doing an excellent job looking into whether the Univ. Michigan and schools around the country have been “sold a story”, as Emily pointed out.


Diversity, Equity, and Inclusion – it all sounds good, and with all the “transformation” and “systems change” in local public schools, it is wise to ask…have we been “Sold a Story”?


Nick's NYT article below.  It can be read or listened to.  



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