Educational Research Center in Seattle, Washington
The governor’s unscientific and misleading COVID-19 dials
On April 29, Governor Inslee released a series of dials called the “COVID-19 Risk assessment dashboard,” reflecting the data he claims to be using to make decisions about reopening the state economy. He told the reporters that he was doing this “so we can be completely transparent with Washingtonians about how we are making these decisions,” which he promised he is doing “based on data and science.” Analysis of that dashboard and the dials, however, shows this is simply not true and there are several problems. The dial settings do not match the underlying data trends. There is no data for some of the dials. The dials are extremely imprecise, and some of the metrics the governor uses are meaningless. These flaws are even more obvious when compared to New York’s detailed and specific dashboard, which includes clear targets and transparent data. The governor’s dashboard is not science. It is political guesswork masquerading as science. The dials on the dashboard are not based on the underlying data.
Superintendent Reykdal denies 780 families funding to attend online public schools
When Governor Inslee’s order closed public schools in mid-March because of COVID-19, many parents went online for help. They discovered Washington state has an existing, well-established system of free, public, state-approved and fully accredited, online schools. These online schools have years of experience and expertise. Thousands of students have graduated from online public schools and gone on to college and to lead successful, productive lives. Naturally, with widespread school closures, many parents rushed to enroll their children online. Yet state superintendent of schools Chris Reykdal has decided to cut off state funding for these families. ... Washington law provides that students who transfer to a public online school will not lose their state funding. On average online students get $8,500, far less than the $12,700 Seattle students receive but many families clearly feel it is worth it. Yet Reykdal indicates he will not allow transfer students to receive funding, and that he will send the money to their old school districts instead. The decision is clearly unfair and meanspirited. Such a policy would never stand in private sector education.
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