MINNEAPOLIS, MN – Senator Klobuchar’s mom taught second grade until she was 70 years and she was also a proud teachers’ union member who walked the picket line in the 1951 teachers’ strike. As the daughter of a teacher and union member, Senator Klobuchar understands that a good education is a basic right of every child and that all Americans should have the educational opportunities they need to succeed in today’s economy.
During the presidential campaign, Senator Klobuchar has announced plans to fully fund education and our schools, make a historic investment in increasing teacher pay, close the opportunity gap, fully fund the IDEA, boost STEM education and apprenticeship opportunities, and rebuild our crumbling school infrastructure.
In addition to her already announced plans, Senator Klobuchar is announcing at the 2019 National Education Association Presidential Forum an additional proposal — new federal-state school “Progress Partnerships” that will allow states to take aggressive action to support our students. These partnerships are designed to elevate the voices of our educators and they will provide additional resources to help states take bold action to fund our public schools, support our teachers, and prioritize learning.
Increase teacher pay: States will agree to a
state-federal partnership with a generous federal match to increase salaries
for all teachers, as well as recommendations that address unique state needs
when it comes to the teacher pipeline, such as recruitment, retention,
diversity of the workforce, and quality of teacher preparation. State educators
should be included in the development of these plans.
Adapt high school curricula to improve workforce
readiness and post-secondary success: State education departments, working
with educators, will evaluate student career and college readiness, including
coursework, curriculum and other policies that prepare students for today’s
workforce and post-secondary success.
Establish an equitable school infrastructure funding
mechanism: In addition to receiving generous direct federal funding for school infrastructure
improvements, states will create a mechanism for distributing
federal school infrastructure funding that addresses disparities in conditions
and resources and ensures equity in funding for construction and repairs of
school buildings across the state.
Submit recommendations to align school services and
schedules with the needs of working families: States will work with
educators to develop and submit recommendations on how schools can meet the
needs of working families, which could include low-cost after-school programs,
alternative programs for students on days when schools are closed, and a
community school model that wraps other community services in the school
building to make schools into community hubs.
Convene a commission to review the state’s existing
funding formula to improve equity: States will review the existing funding
formula to ensure that all students, particularly those with the greatest need,
have access to adequate educational resources. The commission must include
professional educators and develop recommendations for improving state
education funding equity, which will be published biennially along with an
assessment of state progress.
As part of her plan for her first 100 days as President,
Senator Klobuchar will also:
Reduce racial disparities in disciplining students.
Senator Klobuchar will re-issue guidance directing schools to reduce racial
disparities in how they discipline students, which prompted more than 50 of
America’s largest school districts to institute discipline reform.
Fully fund the IDEA and reinstate the guidance protecting
the rights of students with disabilities. Senator Klobuchar’s budget will
fully fund IDEA to support students with disabilities. In addition, Senator
Klobuchar will reinstate documents protecting the rights of students with
disabilities after Secretary DeVos rescinded 72 guidance documents outlining
Prevent the expansion of private school vouchers.
Senator Klobuchar will stand firmly with our public schools and end discussions
of Secretary Betsy DeVos’s $50 billion proposal to fund private school
Restore protections for the LGBTQ community. Senator
Klobuchar will reverse the harmful anti-LGBTQ administrative actions taken by
the Trump Administration when it comes to education, health care and civil
rights, and she will work to pass the Equality Act in year one of her
New York State Governor
Andrew Cuomo has said he won’t sign the state budget unless it makes permanent
the property tax cap.
“The highest tax in the state
is the property tax and it is a killer,” Governor Cuomo said.”We want to reduce economic
pressure on families by making sure government is not aggravating the problem
with increased expenses. We’re going to cut your state income tax and
we’re going to cap your property taxes so you know it’s not going higher than 2
percent. And I will tell you this as sure as I am before you today: if we do
not have the permanent property tax cap in that state budget, this hand will
never sign that state budget until it’s in there.”
From the very
beginning, I have objected to this trampling off local control with an
arbitrary and unreasonable constraint designed to hamstring and ultimately
destroy local governments. Cuomo’s original intent was to force school
districts and other local governments to cannibalize their reserve funds; the
second was to force consolidation and dissolution of local governments and the
third was to use local taxes as the bogeyman, so politicians could appear to be
on the side of taxpayers.
Of course the
property tax is the largest state tax and of course school taxes are the
largest component. Something has to be “largest”. What should be? But local
property taxes are spent where they are used, and local people have the
greatest ability to participate in spending decisions. In fact, school and
library taxes are the only taxes we taxpayers directly vote.
What the property
tax cap does, though, is remove local control. Communities should have the
right to decide if they want to improve their schools or parks. The property
tax cap which basically keeps the annual increase to 2% or the rate of
inflation whichever is less says: we
don’t want any growth or improvement or new investment in your community. We
want the status quo, and if that means deterioration, so be it. (Little known
fact: the property tax cap incentivizes bonding because the debt service isn’t
counted toward the cap.)
Somehow, and fairly
ingeniously I think, the Great Neck Public School district has managed to
continue to be among the best in the country and still average only 1.8 percent
increase in the tax levy since the property tax cap was implemented in 2012,
despite increasing enrollments and unfunded state mandates. This year, though,
through the complicated formula, the school district could have raised taxes by
4.09 percent and still fall within the cap, is only seeking 1.94 percent
I resent the
property tax cap by which the Governor and state legislators can declare
themselves champions of reducing or controlling taxes.
But here’s the
thing: New York State’s property taxes are not the highest in the nation; Nassau
County’s taxes are not the highest; and both of these do not take into account
that Long Island and New York’s incomes and our housing values are higher.
According to a survey by Wallethub, a financial services company, New York State ranks 8th (not first) in property taxes. New York ranks 43rd in its real estate tax rate, at 1.68 percent. You know which states are higher? Nebraska (1.80), Texas (1.83), Vermont (1.83), Wisconsin (1.94), Connecticut (2.07), New Hampshire (2.20), Illinois (2.31), and New Jersey (2.44) (See the study: https://wallethub.com/edu/states-with-the-highest-and-lowest-property-taxes/11585/)
Even so, do you
want to be Alabama, which is #2 on the list for lowest taxes, where the median
home value is $132,000 and the tax is $558 (0.42%), or Louisiana, #3, where the
median home value is $152,900 and median tax is $795 (0.52%)? Louisiana ranks
51st in health care, Alabama is 48th. New York is 17th
(fourth most physicians per capita)
USA Today ranks New
York’s public education 9th noting, “Between 2003 and 2015, the
achievement gap between eighth graders living in poverty and their wealthier
peers narrowed by the largest amount of all states…Annual public school
funding totals $18,665 per pupil in New York, the third highest expenditure of
all states.” (Top three are Massachusetts, New Jersey and Vermont). Alabama
ranks 43rd (14th lowest in public school spending at
$10,142). Louisiana is 46th, Mississippi is 48th.
Yes, total taxes
are high: New Yorkers spend 17.07 percent of income on taxes, second highest after
Connecticut (17.65 percent). But New York State is spending billions on a
21st century infrastructure and racing toward 50:50 clean energy by
2030. This is where I want to live. So do 20 million others, a number that is
increasing, even as unemployment rates are at the lowest ever and the number of
jobs is at an all-time high.
We pay a lot in
taxes because our incomes are higher and our housing values are higher, what is
more, we get more for our money, making for a higher quality of life.
The states that
don’t charge an appropriate amount of state and local taxes – that is related
to the cost of providing services and public investment – depend on federal
handouts. New York is one of 11 states that send more money to the federal
government than it gets back, in fact the #1 donor state, sending $36-$48
billion more to the federal government than it gets back. Alabama is 4th
“most federally dependent state”; Louisiana is 10th.
New York sends the
second highest amount in federal taxes, $133 billion (California sends $227
billion), and is fourth in the average amount of federal taxes per adult
($8,490), behind Connecticut $10,279), Massachusetts ($9,445), and New Jersey
(Here’s an idea: New York should do
what tenants do in a landlord dispute and put that $36 billion into escrow
until the SALT deductibility issue is fixed.)
But we shouldn’t be
punishing our localities because of the criminality of Republicans to use the tax
code as political weapon – according to State Comptroller Tom Dinapoli, the
SALT deduction cap has driven down tax receipts by $2.3 billion, as wealthiest
New Yorkers choose other places for primary residency.
But the tax cap is also a
larger objective is to eliminate local municipalities entirely – to force villages
to consolidate into towns, towns into counties, school districts into larger
school districts. But the fallacy in that is all that it saves is a few
administrative positions. Villages and school districts already have
cooperative purchasing, mutual aid; school districts even cooperate on
transportation where feasible. Our school district spends 4 percent of its
budget on administration, the lion’s share, 75 percent, on instruction (12
percent on building, grounds & capital projects, 6 percent on
transportation). (To see where your schools spend every penny, come to Great
Neck South High School this Saturday at 9:30 am for the line-by-line budget
The state boasts that since
implementation the tax cap has “saved” taxpayers $24.4
billion statewide – that works out to $1000 per capita, divided by 7 years, or
$142 a year. I’m not sure that’s worth giving up local control.
But just as Cuomo
and the Congressmembers decry Trump’s disparity in federal spending for blue
states versus red states and the attack on state control over its ability to
raise revenue and spend, it is the same thing with local spending: there is
gigantic disparity in the level of state
aid to school districts, with the result that New York City only has to raise
50 percent of its school budget from property taxes, while Great Neck, which
gets just 4 percent from the state, has to raise 95 percent through property
taxes. Here’s another measure: Roosevelt, with 3270 enrolled students, gets $53
million in state aid; Great Neck, with 6399 enrolled students, gets $10 million
– the difference made up from property taxes. That’s just the way it is.
What the property
tax cap means is that virtually all Great Neck’s school spending is governed by
the cap; other districts have much less that is controlled by the tax cap.
for determining if our elected representatives are properly handling our tax
appropriations is on the community, not an arbitrarily selected cap enshrined
We see what our
school taxes (and park and library and sewer district) pay for and I don’t want
the state – or some politician looking to score points – deciding we can’t have
low class size or a robotics club or a fencing team or an opera performance
(Great Neck South High marks its 50th anniversary full-scale opera
production, April 12). This community has decided these things are just as
important to our district’s mission of helping every child fulfill their full
potential as cramming the latest incarnation of ELA and math or operating
school buildings as if they were prisons. Our mission has been to instill a
love of life-long learning. And the investment this community has made in
public education has brought solid ROI day after day.
It is an amazing experience to sit in a movie theater watching the world premiere of a documentary in the small village on Long Island where it was filmed with the people it was filmed about. “This Business of Autism” is more than a profile of a social enterprise built around providing jobs for adults on the autism spectrum, it provides a manual, a template to how such businesses could be replicated and even more significantly, why they should be replicated.
The documentary leaps from Port Washington where Spectrum Designs, a social enterprise company founded in 2011 to employ adults on the autism spectrum, has just opened new, expanded offices, tripling the scale of its production (the documentary spends a considerable amount of time showing the building process and the fundraising to convert an office building into its plant). It travels to San Francisco to peek in on a Jobs Club that has focused on the need to train managers and mentors in companies that want to increase job opportunities for people with special needs, to Mercyhurst College in Erie, Pennsylvania, which has created an entire program that goes beyond the work skills to the life skills that are needed for the real world, and devotes a considerable amount of time to the wisdom of Dr. Temple Grandhin, who is herself on the autism spectrum, and lays out in no uncertain terms the need to instill self-sufficiency to the extent possible as early as possible.
The opening sets out the issue with jarring statistics: 1 in 59 children in the US is born with autism. Each year, 50,000 teens with autism age out of school-based services; an estimated 70- 90% of autistic adults are unemployed, under-engaged and leaving lives of isolation; 84% of these adults live with their parents, who have the constant fear of what will happen to their children after they pass away.
Autism is a lifelong neurological disorder affecting the way a person communicates, socializes and engages with the world. Though there is no cure, behavioral therapy can transform lives, and the earlier services are provided, the better. The highest functioning individuals on the autism spectrum are employed by the likes of NASA and Silicon Valley, but the vast majority – the 60 percent in the middle – have few employment opportunities.
It is fascinating to be brought into the homes of the parents of SpectrumDesign’s employees – starting with the founders of Spectrum Designs Foundation and Nicholas Center, Stella Spanakos and Nicole Sugrue, whose sons are autistic, lived with the daily panic of how their children will be able to fare in the world. Stella, after suddenly losing her husband, resolved to take the bull by the horns. She teamed up with Nicole, whose son was at the same summer camp as Stella’s. They decided to start a business that could employ special needs adults. Nicole googled “recession-proof businesses” and came up with t-shirt printing. They brought in Patrick Bardsley, who as an 18-year old had come from England to be a counselor at the summer camp and as fate would have it, became the one-on-one for Stella’s son; as Stella tells it, he was able to bring out the joy and happiness in her son, who was non-verbal and would act out, such as she had never seen from her son.
It turns out that t-shirt printing was a fortuitous choice because the tasks can be are defined, with a beginning, middle and end, can be easily taught, and are well suited to individuals who are in that 60% range on the spectrum.
They had the advantage of building a business around this social purpose, rather than insert employees with special needs into an existing business. And we get some insights into that: the visual cues are key, like the giant chart that tells everybody their tasks for the day with words and pictures; the lists of steps at each work station; naming the various machines and areas (one is named Octopus). Also, there is a one-to-three ratio of “educators” to workers.
What else is necessary? All the back-ups and supports, starting with the Nicolas Center, which helps counsel the young people and screen them for jobs and training.
I ask about the noise and stimuli of production that might trigger bad reactions, and am told that there are quiet spaces, a break room, and the enterprise, which actually has three components (custom printing, Spectrum Bakes which makes snacks custom packaged for gifts, and Spectrum Suds, a boutique laundry service), has quiet areas and activities. People are not employed in the print production area if they cannot deal with the noise and activity.
Training is a huge component. Workers are not slotted into a single repetitive task as on an assembly line (the image of Charlie Chaplin’s “City Lights” comes to mind), but rather undertake various parts of the process, indeed, every day there are different projects and jobs to undertake necessitating training for different tasks.
And that is a key issue: as Nicole noted, this is a business, albeit one that is based on social enterprise. Clients (who have included Northwell Health, KPMG, Google, Facebook, Accenture, NYU Langone Health and Mount Sinai) do not hire Spectrum Designs for their customized printing solely out of altruism but to get a quality product back. This isn’t an enterprise for a shop class in a high school, though certainly, high schools should undertake more of the skills training that people will likely need as adults. Indeed, the business has been growing at a rate of 80% a year, and from $100,000.in sales in 2012, to a projected $1.1 million in 2016, and targeting $3 million by 2020, in their expanded (tripled) space.
On the other hand, as the film demonstrates, the Spectrum Designs experience is replicable – I can even see them franchising in the way Sir Speedy does, since they have all the elements down: the machinery needed, equipment and product costs, construction costs and issues of building architecture that are pertinent, the revenue projections, and most significantly, the hiring, training, counseling aspects.
But while this not-for-profit has developed a sustainable business model, it also requires the support of community – that is the village of Port Washington, the Town of North Hempstead, and the state. The funding to build the business – purchase the machinery and the building- had to come from somewhere; the funding to counsel and train comes from somewhere.
Indeed, as the film also points out, the return on investment in developing self-sufficient individuals for society, the community and government is enormous, compared to government spending that goes merely to warehouse individuals.
The cost of autism across a lifetime averages $1.4 million to $2.4 million. These costs, which increase with intellectual disability, place a tremendous burden on families and society, but can be dramatically reduced with high-quality interventions and adult transition support.
Jack Martins, the former State Senator (a Republican) remarks in the film, “This is an appropriate role for government.”
And the genuine feeling of self-worth, of accomplishment in bringing home a paycheck is, well, priceless. There is a lot to be said for quality of life and not merely existing.
The interviews with the parents make clear how they struggled: they consider their children “the first generation”, when autism was just beginning to be diagnosed,and too many were diagnosed late or had to fight to get appropriate services (40 states now mandate now require health coverage for behavioral health treatment). As one parent notes, it is vital to receive appropriate services as young as possible because it makes a huge difference in the child’s development.
Now we are in the second generation, when the autism spectrum is better understood and the diagnosis more readily made – in fact, the prevalence of the diagnosis has doubled in a decade – it is a huge percentage of the population, touching so many families, so much so that people on the spectrum should be appreciated as having different abilities, rather than disabilities.
And that’s the goal for the “third generation”: that people can be appreciated for their differences and abilities, with appropriate academic and life skills preparation in schools, job training and opportunities, and adult home living arrangements that give some independence.
The documentary, “This Business Of Autism” addresses the positive impacts of developing profitable businesses while leveraging the unique capabilities of adults with autism. By confronting head-on the reality that an estimated 70% to 90% of these adults are unemployed or underemployed, these businesses can also provide avenues for corporate social outreach, mitigate the economic impacts on communities, and provide hope for families that their children might have sustainable, relevant and stimulating employment opportunities.
The film serves as a tutorial, a business manual, and even more importantly, raises awareness and overturns misconceptions. It sensitizes corporations, employers, communities about what they can do, what they need to do, to help.
“We wanted to show the capabilities of the middle 60% – not the top or the bottom 20% – but the middle 60% who are hard working, dedicated, loyal,” said Stephen Mackey, the film’s director, at the world premiere of the film, presented as part of the Gold Coast Arts Center’s Cinema Series, at the Soundview Cinemas, mere blocks away from Spectrum Designs new building on Main Street in Port Washington.
The documentary is available on Vimeo on Demand and on Amazon, and will be available on itunes and Googleplay.The producer is also taking orders for blueray, dvd and educational packages. “We believe that there are universities and vocational schools that will see what Spectrum Designs is doing. Half of the proceeds are being returned to the Spectrum Foundation.
Spectrum Designs Foundation has a sophisticated website, where customers can send in their order for custom apparent, promotional items, screen printing, digital printing and embroidery. Design your own or utilize their in-house graphic design team. (Spectrum Designs, 366 Main Street, Port Washington NY 11050, firstname.lastname@example.org, www.spectrumdesigns.org)
About 1,000 people gathered in Washington Square Park in downtown Manhattan for a rally, teach-in, and March for Science. Speakers, including Congresswoman Carolyn Maloney, decried the politicization of science, the censorship, banning and defunding of scientists and research, and warned that the United States will lose its economic and political leadership in the world if it loses its place on the forefront of scientific innovation and development.
All I could think about as I marched the 1.8 miles from Washington Square Park down Broadway to Zuccotti Park (famous for the Occupy Wall Street movement), is how sad, how pathetic, what an embarrassment for the United States of America to have to hold demonstrations to “Save Science.” We have regressed back to the Salem Witch Trials.
The New York City March for Science was one of many organized around the country during this Earth Month (April 22 is Earth Day). Last year, the first year of such demonstrations, brought out 1.3 million in support of robust science research, evidence-based policies, and science education. “Today, we continue the momentum gained from last year’s inaugural march to show policy makers that the March for Science is more than a single-day event. It’s a movement.”
“The 2018 March for Science New York City recognizes the importance of an informed democracy in order to maintain a free, healthy, happy, and accessible society. That is why we come together as a community of non-partisan scientists and friends to show the importance of protecting and promoting people’s rights, the public’s access to scientific information, the environment in which we exist, and scientific research. We hope to use this march to spark increased community involvement for the promotion of science for the common good through sustained action.”
“Science is beacon to a better future, health care, technology, transport,” declared Congresswoman Carolyn Maloney (D-NY). “Devotion to science is at the root of progress in every industry, lifting people from poverty; expanding opportunity, saving lives, feeding the hungry. We will never fund a better investment.
“But Congress wants to cut funds for research, cut fuel efficiency standards. [America] is losing leadership because of cutbacks,” she said. “We have to go forward….Science took us to moon.. America is the tech, innovation leader in the world because of science. Science brought us success.
“We must support science, truth, freedom and democracy,” said Maloney, a sponsor of the Science Integrity Act to shield science from ideology.
Paul Gallay of Riverkeeper, which has helped to clean up the Hudson River and drinking water throughout the state, contrasted the backward movement by the federal government to the progress in New York State. Largely based on the data collection by Riverkeeper and other advocates, New York has allocated $3 billion to improve water infrastructure based on scientific data, and a new law that requires testing and regulation of “emerging contaminants, “because we in New York value science.
“The EPA has been decimated. Hundreds of scientists who were there in January 2017, are gone. Ideology masquerades as policy. There is no quantitative analysis, just press releases.
“You keep doing research, driving innovation and groups like Riverkeeper will fight for policies to get clean water. And if politicians don’t, we’ll keep suing.
“We need to get politics out of science – get more active. And not just once a year. Make policies about science, not in spite of science. Pound pavement, so they can hear it in DC. Tell your state senators, local politicians to fight for science, save science,” Gallay said.
Bill Ulfeder, executive director of The Nature Conservancy, declared, “Science is what makes America great. It is essential for health, prosperity, safety, security.
“This is Earth Month (April 22 is Earth Day). Scientists, including Rachel Carson, alerted the country to the dangers of pollution, pesticides. Science informed the Endangered Species Act.
“For 65 years, the Nature Conservancy has been guided by science. We believe in the power of science to solve the problems we face – climate change, food shortage, disease. Only through science can we create a world where nature and humans thrive together.
“Invest in science. Appreciate that science needs and deserves diverse voices – more perspectives – to inform, promote healthy debate to make the best choices.”
Lauren Kurtz, Executive Director of the Climate Science Legal Defense Fund (CSLDF), charged that “Scientific facts are downplayed, rejected. Policies are advocated that run counter to known science, including climate science.” And when that happens, CSLDF, which works to protect the scientific endeavor in general and climate scientists in particular by providing legal support and resources to scientists who are threatened, harassed, or attacked for doing their job, fights back.
“We keep track: 126 incidents when the government silenced scientists. Regulations have not kept pace with science and of the health risk of certain chemicals. We want stronger rules.”
“Removing ‘climate change’ [from EPA, Department of Agriculture and other government agency sites], staffing with ideologues… undermines out competitiveness and position on the forefront of science, leader in scientific discovery.
“We have the power to fight back – shine spotlight – call attention to misrepresentation, to speak out when censorship. March, speak out, act where can have impact such as on the local level. Vote.”
State Senator Brad Hoylman, who represents the district that New York University is in, noted “People think NY is deep blue state, that everyone smart, watches Rachel Maddow, reads NY times, understands a fact is not opinion. But things are different in Albany when comes to science. We need more evidence-based policy making.
“We know vaccinations save lives,” he said, drawing a cheer. Vaccination is one of greatest turning points in health. But when I introduced a bill to make vaccinations mandatory for elementary school children, you would have thought I called for destruction of society. The Anti-Vacs movement, even though the link between vaccines and autism has been disproved over and over again…
“Gay conversion therapy,” he continued, drawing boos.”There are mental health providers licensed by New York State who are trying to convert people from being gay. New York needs to yank their licenses.” People who are exposed to such conversion therapy, he said, “affects who they are as a person, sends a message to others, and perpetuates myth.”
Another issue is climate change, “one of the most important issues of our time. When Trump was inaugurated, the White House page on climate change was removed. [In reaction], in Albany, we tried to pass a resolution about the danger of climate change but Republicans wouldn’t allow a vote, saying there was ‘disagreement on the validity. Science doesn’t back that up.
“We need to take this energy today and elevate public discourse, based on facts from people who know what talking about – scientists, researchers, academics, experts. Everything else is bluster…We will embrace our intellectual, academic, research to bring to bear the best policies for New York.”
“Where live shouldn’t Increase risk to pollution, toxins, pesticides,” stated
Beverly Watkins, a community-based research scientist and health care provider who does “Big Picture Science” research into health disparities. “Health is a human right – growing up poor, your gender, sexual orientation, ethnic background should not have a higher rate of disease – diabetes, asthma, hypertension. Yet a difference in socioeconomic status perpetuates health disparities.”
Laurie Garrett, former senior fellow for global health at the Council on Foreign Relations (CFR) in New York, currently developing the
Anthropocene Disruption Project, raised the issue of global competitiveness.
“In a race with three centers- China, France and Canada are welcoming scientists, with the appeal, ‘America may not be a home for you.’
“America needs science. And Science needs globalization.” Take for example what happens when you destroy globalization and internationalism – Brexit. Already, Britain is experiencing an 11.8% decrease in technology investment because of its impending dissociation with the European Union.
But besides a reduction in investment, “Collaborative science is failing. There is diminished freedom to emigrate from the EU to UK.
“Democracy depends on science. Congress can’t protect us from Russian trolls, from surveillance by greedy companies. We need science to advise, create appropriate policies. If we don’t have strong science, Research & Development, our economy can’t survive.
“The good news after all the panic about [the Trump Administration’s determination to slash the science budget, it got its biggest increase, 12.2%. National Institutes of Health budget is up 8.3%; energy up 15%; NASA saw its allocation increased to $1.2 billion; the US Geological Survey’s budget was increased to $1.1 billion; EPA was allocated $8.1 billion. The American people get it.”
But Science is not just global, international and collaborative, she continued, “We need to get out of our silos to solve the biggest challenges we face – climate change, microbiological resistance, cybersecurity, robotics, water and food scarcity, safety, acidification of the oceans. The world needs globalized, collectivized, interdisciplinary science.”
“Why we march? We march for evidence-based policy; for increased diversity, inclusion in the scientific community, for meaningful engagement between science and society, to build global community of advocates for science,” David Kantor, professor of environmental studies of NYU and the coordinator for New York’s March for Science.
Here are more images from the March for Science NYC:
It doesn’t matter that Trump’s preposterously named “A New Foundation for American Greatness” budget is “dead on arrival” according to even staunch Republican, Texas Senator John Cornyn. Much of it is the long-time wet dream of Paul Ryan and Republicans whose singular ambition has been to destroy the New Deal, Square Deal, Great Society. They would eliminate the minimum wage, child labor laws, food and product safety, Clean Air & Water protections, Social Security and Medicare and most notably Medicaid, sell off national parks and monuments to mining and oil and gas industrialists. And this is before taking into account tax “reform” that would take $2 trillion out of the national budget to put into the pockets of the wealthiest and corporations, so they have even more extra pocket change to spend on political campaigns.
Indeed, the Trump budget is everything that the Republicans have been dying to do, but didn’t dare. But Trump doesn’t care. He has shown that it really isn’t hard atall to cut the budget when you really don’t care what the numbers represent,when you have no clue and no interest.
The Trump Budget is built on “Trumponomics, as Office of Management and Budget Director Mike Mulvaney proudly exclaimed, “It’s a taxpayer-first budget, going line by line through the budget, trying to put yourself in the shoes of the people who are paying for those lines….What Trumponomics is and what this budget is a part of is an effort to get to sustained 3 percent economic growth in this country again..And by the way, we do not believe that that is something fanciful.”
Indeed, this is a “tough love” approach to force malingerers off things like food stamps – it’s not non-living wages paid by companies pocketing record profits that keep workers below the poverty line that’s the problem.
“Getting people back to work. Create an environment where people more comfortable staying at …We no longer measure compassion by the number of programs or number of people on programs. We measure success by how many get off programs and have success in lives.”
But the figures don’t actually add up.
Economists from across the spectrum say that the math that underlies the main selling point for Trump’s budget, that it will “balance the budget” in 10 years, is a crock. It doesn’t take into account the $1 trillion or so in tax cuts that will go entirely to the wealthiest and to corporations that Trump sketched out; it assumes a 3% rate of annual economic growth, which would mean 50% more economic activity, which everyone says is beyond pie-in-the-sky; and it actually double-counts $2 trillion, prompting headlines like this one from Slate, “Donald Trump’s budget is based on a hilarious accounting fraud” and “The dumb accounting error at the heart of Trump’s budget “ from Vox.
Health care a right, not a privilege? Trump’s budget projects a 28.3% DROP in spending for health services, $2 trillion less spending, over a 10-year period – despite the aging and increase in population. This includes a 27% decrease in spending for the Centers for Disease Control & Prevention (imagine another Ebola, Zika or Swine Flu outbreak); 25% drop in Substance Abuse and Mental Health Services Administration (even as Trumpcare will no longer include mental health or addiction), 25% less spending for research and training, including 25% cut for the National Institutes of Health (no interest in finding therapies or cures for Zika, Alzheimers or “orphan” diseases that wouldn’t be profitable enough for Big Pharma); 40% cut for the Food & Drug Administration (let Big Pharma do what they will); 15% drop in food safety and inspection; 17% cut to the Consumer Product Safety Commission, 16% cut in already strapped Occupation and Mine Safety and Health spending even as he overturned regulations.
$1.4 trillion gap in infrastructure spending to repair decaying roads, bridges airports? Trump would cut Transportation spending by 25% cut (65% cut to National Infrastructure Investments; 50% cut to air transportation which is already woefully in need of upgrades); 28% cut to Education, Training, Employment and Social Services.
His cuts to environmental protection – on top of slashing regulations that give communities a fighting chance to protect their air, water and public health – amount to Hague Tribunal level of war criminality for what he will do to the planet, let alone our communities. The allocation is cut 27.1% – $132 billion worth – including a 34% cut in Pollution control and abatement, 42% cut in Regulatory, enforcement and research programs, 37% cut in Hazardous substance superfund ($330 million less in 2018).
Trump would end funding for the Clean Power Plan, international climate change programs, climate change research and partnership programs, and related efforts—“saving” over $100 million in 2018. He cuts out $129 million in funding for the EPA’s Office of Enforcement. He cuts out $233 million in 2018 for the EPA’s Research & Development (ie. climate change science). It eliminates more than 50 EPA programs, $347 million worth in 2018; and ends funding for specific regional efforts such as the Great Lakes Restoration Initiative and the Chesapeake Bay, amounting to $427 million in 2018.
Trump would cut General Science, Space & Technology spending by 14.7%, including 18.9% cut to General Science and basic research.
International Affairs would be cut nearly in half, including 26% cut in spending for Global Health programs; 74% cut in Refugee programs; 66% percent cut in International Disaster Assistance, 83% cut in “other” development and humanitarian assistance.”
Setting aside for a moment that Trump and his billionaire friends don’t actually pay their fare share of taxes, nor do many profitable American companies which have stashed $2 trillion in offshore accounts, the Republicans’ approach is what Hillary Clinton correctly observed, “trickle down economics on steroids.” It didn’t work with Reagan or George W. Bush. And this is even worse.
No matter: the extremity of Trump’s proposed budget, the callousness of it, will give cover to Ryan and the House Republicans and make anything they do seem “moderate”, even “compassionate.” So they cut Medicaid by $600 billion instead of $866 billion and call it a “win” for the little people; they cut the State Department by 20% instead of 30% and pat themselves on the head; they cut the EPA by 25% instead of 31%.
Here’s what Senator Elizabeth Warren (D-Massachusetts) wrote: “Speaker of the House Paul Ryan says that Donald Trump’s new budget is ‘right on the target.’ That’s all you need to know about just how devastating Trump’s budget will be for working families in Massachusetts and across this country.
$5 billion in cuts to public education
$73 billion in cuts to Social Security
$191 billion in cuts to food stamps
$610 billion in cuts to Medicaid (and that’s in addition to the $880 billion the House Republicans are slashing in their so-called “health care” bill)
“Those are just a few of the highlights. What else gets cut? Money for children’s health care, money to combat the opioid epidemic, money for medical research, money for the Corporation for Public Broadcasting, and so much more.
“This budget is ‘right on the target’ only if the target is to sucker-punch kids, seniors, the poor and the sick. If the Republicans make good on this budget, they could deliver the final blow to America’s working families.
“We don’t build a future by ripping health care away from tens of millions of people. We don’t build a future by starving education, by letting our roads crumble and our bridges collapse, and by shutting down the big pipeline of medical and scientific research in this country.
“We build a future by making the investments in ourselves and all of our people – so the next kid can get ahead, and the kid after that, and the kid after that. We’ve done this before in our country, and we can do it again.
”Budgets aren’t just about dollars and cents. Budgets are about our values, and this budget is morally bankrupt,” Warren wrote.
Trump and the Republicans would cut out all the things that have “made America great,” and a world leader in innovation and entrepreneurship, not to mention the main tools for spreading democracy and human rights across the globe (through capitalist investment, which is what China and Russia are now doing).
This is the midst of an actually strong economy, near “full employment” and as we keep hearing, a record stock market.
The Trump budget is the essence of everything that Trump is doing to weaken the US as an economic power, a world power, and its ability to be a moral leader, that Reaganesque “beacon on a hill” of political righteousness.
As we marked Memorial Day this past weekend, a New York Times book review of “The Allure of Battle: A History of How Wars Have Been Won and Lost,” by Cathal J. Nolan, pointed out that “Generally, one side, usually the one with a smaller economy and population, becomes exhausted, and gives up. Talk about élan and audacity all you like, he counsels, but what wins wars is demography and economic strength.” That is to say, winning a war is more a matter of “hearts and minds” vs. “bombs and brigades” as we have been seeing in America’s longest wars, in Afghanistan and Iraq.
Everything that Trump has done so far (putting aside the fact that he is an illegitimate occupier of the Oval Office by selling out to an adversary government), will weaken the US as an economic power, a world power, and its ability to be a moral leader, that Reaganesque “beacon on a hill” of political righteousness.
Indeed, Trump, who cozied up to the Saudis while hectoring NATO allies and the G7, on his “epic” overseas trip, came back declaring “a home run”, while Germany’s Angela Merkel told Europe, “We can no longer depend on the US or UK. We are on our own.”
New York State, along with other “blue” states like California, already send way more income tax money to Washington than we get back while the “red” states, which so pride themselves in low state taxes and low wages get far more than they send. Like tenants with a legal fight against their landlord, I would propose that New Yorkers collect their federal income tax money in an escrow account, to pay for services that should be paid by the federal government, such as police and security protection (which Trump is threatening to cut to New York and other states that don’t cooperate in his roundup of undocumented individuals), environmental restoration, health care for those whose subsidies have been eliminated, public schools, infrastructure repair, food stamps and school lunch program.
Donald Trump is racing to the 100-day mark to do as much as he can to undo progress won over the past century, particularly eradicating every part of Barack Obama’s legacy.
On Wednesday, he signed Executive Orders weakening the Antiquities Act that has been used since Theodore Roosevelt to protect federal land for the American people.
He signed another Executive Order aimed at rolling back national education standards put into place, originally, by George W. Bush under the No Child Left Behind Act, amended with Barack Obama’s Race to the Top (which used federal financial incentives instead of threats of losing federal aid), and reformed under ESSA (Every Student Succeeds Act).
Also, his Treasury Secretary introduced the outline for tax “reform” which cuts taxes for the wealthiest and corporations and promises to blow a hold trillions of dollars wide in the national debt, just as previous “voodoo” “trickle-down” tax “reform” by Ronald Reagan and George W. Bush have done.
According to the pool report by Dave Boyer, White House correspondent for The Washington Times:
The president signed an executive order at the Interior Dept. with Vice President Pence, Interior Secretary Ryan Zinke and several lawmakers and governors. The order directs Interior to review larger national monuments created since 1996.
Trump said the Antiquities Act “does not give the federal government unlimited power to lock up” millions of acres of land and water. He especially criticized the Obama administration for an “egregious use of power” and an “abuse of the monuments designation,” and said that it’s time “to end another egregious abuse of federal power.”
“It’s gotten worse and worse and worse. This should never have happened,” he said. “Now we’re going to free it up.”
“We’re returning power back to the people,” Mr. Trump said. “Today we’re putting the states back in charge.”
Pence called the use of the monuments designation “one of the great federal overreaches in recent decades.”
Mr. Zinke said “somewhere along the line, the act has become a tool of political advocacy.” He said the order “does not remove any monuments” or weaken any environmental protections.
[However, it is clear that the powers that Trump is taking upon himself is aimed at reversing Obama’s designation of Bears Ears in Utah.)
Here’s more of what Trump said:
“In the first 100 days, we have taken historic action to eliminate wasteful regulations. They’re being eliminated like nobody has ever seen before. There has never been anything like it. Sometimes I look at some of the things I’m signing I say maybe people won’t like it, but I’m doing the right thing. And no regular politician is going do it. (Laughter.) I don’t know if you folks would do — I will tell you literally some politicians have said, you’re doing the right thing. I don’t know if I would have had the courage to do some of these things. But we’re doing them because it’s the right thing to do. And it’s for the good of the nation.
“We’re returning power back to the people. We’ve eliminated job-destroying regulations on farmers, ranchers, and coal miners, on autoworkers, and so many other American workers and businesses.
“Today, I am signing a new executive order to end another egregious abuse of federal power, and to give that power back to the states and to the people, where it belongs.
“The previous administration used a 100-year-old law known as the Antiquities Act to unilaterally put millions of acres of land and water under strict federal control — have you heard about that? — eliminating the ability of the people who actually live in those states to decide how best to use that land.
“Today, we are putting the states back in charge. It’s a big thing.
“I am pleased to be joined by so many members of Congress and governors who have been waiting for this moment, including Governor Herbert of Utah. Thank you, thank you, Governor. Governor LePage of Maine, who, by the way, has lost a lot of weight. (Laughter.) I knew him when he was heavy, and now I know him when he’s thin, and I like him both ways, okay? (Laughter.) Done a great job. Governor Calvo of Guam. Thank you. Governor Torres from the Northern Mariana Islands. Thank you, thank you, Governor.
“I also want to recognize Senator Orrin Hatch, who — believe me, he’s tough. He would call me and call me and say, you got to do this. Is that right, Orrin?”
SENATOR HATCH: That’s right.
THE PRESIDENT: You didn’t stop. He doesn’t give up. And he’s shocked that I’m doing it, but I’m doing it because it’s the right thing to do. But I really have to point you out, you didn’t stop.
“And, Mike, the same thing. So many people feel — Mike Lee — so many people feel so strongly about this, and so I appreciate your support and your prodding, and your never-ending prodding, I should say, because we’re now getting something done that many people thought would never ever get done, and I’m very proud to be doing it in honor of you guys, okay? Thank you. (Applause.)
“Altogether, the previous administration bypassed the states to place over 265 million acres — that’s a lot of land, million acres. Think of it — 265 million acres of land and water under federal control through the abuse of the monuments designation. That’s larger than the entire state of Texas.
“In December of last year alone, the federal government asserted this power over 1.35 million acres of land in Utah, known as Bears Ears — I’ve heard a lot about Bears Ears, and I hear it’s beautiful — over the profound objections of the citizens of Utah. The Antiquities Act does not give the federal government unlimited power to lock up millions of acres of land and water, and it’s time we ended this abusive practice.
“I’ve spoken with many state and local leaders — a number of them here today — who care very much about preserving our land, and who are gravely concerned about this massive federal land grab. And it’s gotten worse and worse and worse, and now we’re going to free it up, which is what should have happened in the first place. This should never have happened.
“That’s why today I am signing this order and directing Secretary Zinke to end these abuses and return control to the people — the people of Utah, the people of all of the states, the people of the United States.
“Every day, we are going to continue pushing ahead with our reform agenda to put the American people back in charge of their government and their lives.
“And again, I want to congratulate the Secretary. I want to congratulate Orrin and Mike and all of the people that worked so hard on bringing it to this point. And tremendously positive things are going to happen on that incredible land, the likes of which there is nothing more beautiful anywhere in the world. But now tremendously positive things will happen.”
The signing took place in a room at Interior with a framed portrait of Teddy Roosevelt, a bust of TR and mounted heads of a buffalo and deer on the wall. Among those in attendance were Sens. Mike Lee and Orrin Hatch of Utah and Lisa Murkowski of Alaska. Also Govs. Herbert of Utah and LePage of Maine.
Reversing Education Reform
Trump walked into the Roosevelt Room at 2:44 p.m., having been introduced by Vice President Pence. He was greeted by a group of about 25 people, including teachers, lawmakers and governors, and Education Secretary Betsy DeVos, according to Boyer’s pool report:
A bit of banter:
Mr. Trump joked with Nevada Gov. Brian Sandoval, incoming head of the National Governors Association, about the length of Sandoval’s prepared remarks, with Trump saying he decided to stay in the room after his own comments because “I know it’s going to be a short speech” from Sandoval.
Mr. Sandoval laughed and told the president, “It just got shorter.”
A few moments later during his remarks, Mr. Sandoval said, “I’m going to skip a page.”
The president, standing to the rear of the group, called out, “Education for North Korea.”
During the event, Mr. Trump also said he was heading afterward for a “very important” briefing for senators on North Korea.
During the president’s formal remarks, he said the education executive order will help to restore local control of education. It calls for a 300-day review of Obama-era regulations and guidance for school districts and directs DeVos to modify or repeal measures deemed an overreach by Washington.
“We know that local communities do it best and know it best,” the president said. He called it “another critical step to restoring local control, which is so important.”
“Previous administrations have wrongly forced states and schools to comply with federal whims and dictates for what our kids are taught,” he said. “The time has come to empower teachers and parents to make the decisions that help their students achieve success.”
Among those in attendance were Sen. Lamar Alexander, Rep. Virginia Foxx and Alabama Gov. Kay Ivey, Gov. Herbert of Utah and LePage of Maine, and Iowa Gov. Terry Branstad, nominee for ambassador to China.
Mr. Trump told Mr. Branstad, “They’re looking forward to seeing you” in China.
From there, Trump honored the Teacher of the Year, who, surprise surprise, is the first to be from a charter school in the 65 years of the award.
Boyer reports no questions taken at this event.
Pool was ushered into the Oval Office around 4:45 p.m. to find the President seated at the Resolute desk, surrounded by 55 teachers from around the nation, plus First Lady Melania Trump (who is celebrating her birthday), Vice President Pence, Second Lady Karen Pence and Education Secretary Betsy DeVos.
The President congratulated Sydney Chaffee, winner of the 2017 National Teacher of the Year, from Codman Academy Charter Public School in Dorchester, Mass. The ninth-grade teacher is the first charter school teacher to win the award in its 65-year history, and also the first from Massachusetts.
“That is really something special,” Mr. Trump said.
The president also thanked the group for having sung “Happy Birthday” to the First Lady before your poolers arrived.
The president greeted your poolers with, “Busy day, hasn’t it been?”
He praised the teachers as “the greatest there are. You’re all great, great teachers.”
Near the conclusion of the president’s comments, as he was saying he hopes the teachers’ trip to the White House was special, one unidentified teacher began to cry, apparently tears of happiness.
“Sorry, I’m always crying,” she told the president.
The President told her, “I’ve had some of the biggest executives in the world, who have been here many times, and I say have you been to the Oval Office? No. They walk into the Oval Office and they start crying. I say ‘I promise I won’t say to your various stockholders [that they cried].”
The president did not answer a question shouted near the end about North Korea.
Meanwhile, the outline of his tax plan was unveiled which would:
Slash the corporate tax rate by 60%, from 35% to 15%. This will lose $2.4 trillion over 10 years—enough to fund Medicaid and CHIP (the Children’s Health Insurance Program) serving nearly 75 million Americans for five years.
Cut the tax rate paid by Wall Street money managers and real estate tycoons like Trump down to just 15%―far less than many middle-class families pay.
Continue tax breaks that encourage corporations to send jobs and profits offshore. Corporations currently have $2.6 trillion in profits stashed offshore, on which they owe $750 billion in taxes.
The theory – by Republicans since Ronald Reagan – is that the deficit in tax revenues would be made up by economic growth, except that has never been the case.
In reaction, Senator Bernie Sanders (I-Vt) stated:
“At a time when we have a rigged economy designed to benefit the wealthiest Americans and largest corporations, President Trump’s new tax plan would only make that system worse. He would slash taxes for himself and his billionaire friends and significantly increase the deficit, while doing little to help rebuild the collapsing middle class. Rather than making large profitable corporations – many of which pay nothing in federal income tax – finally contribute their fair share, Trump wants to give them a huge tax break.
“At a time when Trump wants to make major cuts in education, health care, senior programs, nutrition and affordable housing, it is especially outrageous that he would propose the elimination of the Estate Tax and provide a $353 billion dollar tax giveaway to the wealthiest 0.2 percent – including a tax break of up to $4 billion to the Trump family.”
Only Donald Tweeter Trump could reply to a remark about how the International Space Station is “by far, the best example of international cooperation and what we can do when we work together in the history of humanity” with a statement about the “tremendous military application in space. We’re rebuilding our military like never before.”
Following the astronauts’ inspiration message to the thousands of students participating in the video chat with Peggy Whitson, the commander on the international space station, who just hit a milestone as the American with the most time in space, and a discussion of all the scientific and medical achievements gained from the space station, Trump said:
“So well said. And I have to say, there’s tremendous military application in space. We’re rebuilding our military like never before. We’re ordering equipment, and we’re going to have the strongest military that we’ve ever had, the strongest military that the world has ever seen, and there’s been no time where we need it more. And I’m sure that every student watching wants to know, what is next for Americans in space.”
Then, after being told that a Mars mission is planned for the 2030s, Trump, again showing how clueless and uncaring he is about actual facts, says it would take place during his first term, or “at worst” his second term (apparently he intends to pull an Erdogan).
Here is the White House transcript which speaks volumes about the so-called Commander-in-Chief – Karen Rubin, News & Photo Features
10:00 A.M. EDT
NASA: White House, this is Mission Control, Houston. Please call Station for a voice check.
THE PRESIDENT: Do you hear me?
CMDR. WHITSON: Yes, sir. We have you loud and clear.
THE PRESIDENT: Well, that’s what we like — great American equipment that works. And this isn’t easy. (Laughter.)
I want to say it’s very exciting to be here today — very, very exciting — and to speak to you live with three brave American astronauts. These are our finest. These are great, great Americans, great people. Two join us from orbit aboard the International Space Station: Commander Peggy Whitson and Colonel Jack Fischer. And Peggy Whitson has been setting records, and we’re going to talk about that very soon.
I’m here in the Oval Office, along with my daughter Ivanka and astronaut Kate Rubins, who recently returned from space and from the Space Station. Together, we are being joined by students all across America, thousands and thousands of students who are learning — they’re learning about space, learning about a lot of other things — and they’re watching this conversation from the classroom. And, all over, we have astronauts and we have everybody, who are flying right now, 17,000 miles per hour. That’s about as fast as I’ve ever heard. I wouldn’t want to be flying 17,000 miles an hour. But that’s what you do.
Peggy, Jack, and Kate, I know that America’s students are thrilled to hear from you. But first, I want to say that this is a very special day in the glorious history of American spaceflight. Today, Commander Whitson, you have broken the record for the most total time spent in space by an American astronaut — 534 days and counting. That’s an incredible record to break. And on behalf of our nation and, frankly, on behalf of the world, I’d like to congratulate you. That is really something. And I’d like to know, how does it feel to have broken such a big and important record?
CMDR. WHITSON: Well, it’s actually a huge honor to break a record like this, but it’s an honor for me basically to be representing all the folks at NASA who make this spaceflight possible and who make me setting this record feasible. And so it’s a very exciting time to be at NASA. We are all very much looking forward, as directed by your new NASA bill — we’re excited about the missions to Mars in the 2030s. And so we actually, physically, have hardware on the ground that’s being built for the SLS rocket that’s going to take us there. And, of course, the hardware being built now is going to be for the test flights that will eventually get us there.
But it’s a very exciting time, and I’m so proud of the team.
THE PRESIDENT: Great. And what are we learning from having you spending your time up there? I know so much research is done; I’m getting a glimpse of some of it right here in the Oval Office. What are we learning by being in space?
CMDR. WHITSON: Well, I think probably the International Space Station is providing a key bridge from us living on Earth to going somewhere into deep space. So on those Mars missions, we need to better understand how microgravity is really affecting our body, and we need to understand it in great detail. So, many of the studies are looking at the human body. We’re also looking at things that involve operations of a space vehicles on these long-duration missions and the technological advancements that will be required.
For instance, on a multiyear Mars mission, we’re going to need to be able to close the life support system, and that means we, right now, for instance, are taking solar power that we collect, and using it to break apart water into oxygen and hydrogen. The oxygen, we breathe, of course. We use the hydrogen, combine it back with the CO2 that we take out of the air, and make more water. But water is such a precious resource up here that we also are cleaning up our urine and making it drinkable. And it’s really not as bad as it sounds.
THE PRESIDENT: Well, that’s good. I’m glad to hear that. (Laughter.) Better you than me. I will say, Colonel Fischer, you just arrived, and how was your trip? Complicated? Easy? How did it go?
COL. FISCHER: Oh, sir, it was awesome. It made even my beloved F-22 feel a little bit underpowered. I launched in a Russian vehicle with my Russian friend, Fyodor Yurchikhin, from Kazakhstan. Got the immediate perspective change as we got to orbit, and I saw that frail, thin blue line of life around the Earth. Six hours later, we’re docked at the station. The next day, I install an experiment in the Japanese module that’s going to be looking at new drugs and how we can make those drugs for muscular dystrophy, Alzheimer’s, multi-drug-resistant bacteria — all sorts of things. A couple hours later, I watched our crewmate, Thomas Pesquet, a Frenchman, drive a Canadian robotic arm to capture a spaceship from Virginia, carrying 3.5 tons of cargo and science that’s going to keep us busy for the next few months, and dock that to the station.
Sir, it’s amazing. Oh, and then, you know, now I’m talking to the President of the United States while hanging from a wall. It’s amazing. The International Space Station is, by far, the best example of international cooperation and what we can do when we work together in the history of humanity. And I am so proud to be a part of it. And it’s just cool. (Laughter.) Like, yesterday, I had — well, there you go — there’s our resident space ninja doing the gravity demonstration. And yesterday morning, I had my coffee in floaty ball form, and, sir, it was delicious. So, it’s awesome.
THE PRESIDENT: Tell me, Mars — what do you see a timing for actually sending humans to Mars? Is there a schedule? And when would you see that happening?
CMDR. WHITSON: Well, I think as your bill directed, it will be approximately in the 2030s. As I mentioned, we actually are building hardware to test the new heavy launch vehicle, and this vehicle will take us further than we’ve ever been away from this planet. Unfortunately, spaceflight takes a lot of time and money, so getting there will require some international cooperation to get it to be a planet-wide approach in order to make it successful, just because it is a very expensive endeavor. But it so worthwhile doing.
THE PRESIDENT: Well, we want to try and do it during my first term or, at worst, during my second term. So we’ll have to speed that up a little bit, okay?
CMDR. WHITSON: (Laughter.) We’ll do our best.
THE PRESIDENT: Oh, you will. And I have great respect for you folks. It’s amazing what you do. And I just want to introduce another great one. Kate Rubins is with us today, and she has been so impressive with research and so many other things having to do with NASA. And, Kate, I understand you’re the first person to sequence DNA in space. Can you tell us about that?
RUBINS: Yeah. So that was actually just this last summer, and it’s a real example of what we can do with technology and innovation. We’ve got a sequencer down to the size of your cellphone, and we were actually able to fly that onboard the space station and sequence DNA. It’s not just the technology demonstration, but we can actually use that to do things like detect microbes on the space station, look at astronaut health. We can easily use that in Earth-based settings, too, to look for disease outbreaks and to do rural healthcare as well.
TRUMP: That’s fantastic. That is really great. I saw some of the work, and it’s incredible. You know, I’ve been dealing with politicians so much, I’m so much more impressed with these people. You have no idea.
Now, speaking of another impressive person — Ivanka, you’ve been very much interested in this program. Tell us something about it.
MS. TRUMP: Hi, Dr. Whitson. First of all, congratulations on your incredible milestone today. You may know that my father recently signed the Inspire Women Act to encourage female participation in STEM fields across all aerospace areas, and really with a focus on NASA. So encouraging women and girls to pursue STEM careers is a major priority for this administration.
And today we are sitting with an amazing example of that — Dr. Rubins, and you, Dr. Whitson. So I would love to hear from you, what was the impetus for you to get involved in the sciences?
RUBINS: Yeah, so when I around fifteen, I actually went to a conference, and that was very inspiring for me. It was sort of the beginning of recombinant DNA and understanding biology. And so just that exposure to scientists and the kinds of things that you can do with science and technology innovation.
MS. TRUMP: Amazing. Dr. Whitson?
CMDR. WHITSON: For me, it was actually the Apollo program was my inspiration, and that was when it became a dream to become an astronaut. But I don’t really think it became a goal until I graduated from high school, when the first female astronauts were selected. And seeing those role models, and with the encouragement of my parents and various mentors in college and graduate school, and when I started working at Rice, that’s what made it possible, I think, to become an astronaut. And it took me a lot longer to become an astronaut than I ever really wanted it to take, but I do think I’m better at my job because of the journey.
MS. TRUMP: You’re an incredible inspiration to us all. So I would also like to ask you one more question. I’m incredibly curious, as I’m sure all the students across the country are, to know what a day in the life in space is like. Could you share what a typical day looks like, what the challenges are, just any special moments?
CMDR. WHITSON: Well, a typical day, we wake up and look at the messages from the ground, because we have a huge ground team that’s working overnight to prepare changes or the details of the tests that we’re going to be performing over the course of the day. So first thing I do is check out that, see what’s changed.
But on any given day, it can be so dramatically different. On one day, we might be focusing on science. On another day, we might be repairing the carbon dioxide removal system. On another day, soon Jack and I are going to do a spacewalk. We talked about, last Saturday, we did robotics operations. I love the diversity of the different activities that we do. Plus, you know, we have over 200 investigations ongoing onboard the space station, and I just think that’s a phenomenal part of the day.
Of course, there’s also just the living and, onboard the space station, it’s such a unique and novel environment. Nothing that we’re used to on the ground. And it’s so special to just be in zero gravity. So Jack is the new guy here, and I think he can probably give you a better perspective on what that’s like.
COL. FISCHER: Well, you know, everything here — my dad always said that if you love what you do, you never work a day in your life. And we work really hard up here, but it’s not really work, it’s just fun. It’s like playing fort almost, only you’re changing the world while you do it.
And then on the off time, the other morning I was working out, and on our machine that we work out on, right below it is the Cupola window. And so when you’re on the device where you do crunches, every time you come up, you see out the window. And it’s awesome because you kind of go, crunch, “Oh, my gosh, that’s beautiful! I got to do that again.” Crunch, “Oh my gosh, that’s beautiful.” It’s awesome. Everything we do here is fun, and it feels so great to know that we’re making a difference on the ground and for the future of humanity as well. So it’s an incredible, incredible job.
THE PRESIDENT: You’re making a great difference, I have to say. And this is a very exciting time for our country, and you see what’s happening with our country in terms of jobs, in terms of business, and there’s such excitement and such enthusiasm. Many American entrepreneurs are racing into space. I have many friends that are so excited about space. They want to get involved in space from the standpoint of entrepreneurship and business.
Tell us about the opportunities that could exist for the next generation of scientists and engineers. Is that something that you think a student — because you have so many students, hundreds of thousands watching — is that something that you think that students should be focusing, or should they be thinking about other subjects? What do you think are the opportunities for young students wanting to be involved in space?
COL. FISCHER: Sir, absolutely. I think that this is probably the most exciting in space exploration, certainly in my lifetime. We are about to just have an explosion of activity. There is so much involvement on the space station with commercial industries and commercial partners. We have an entire program to manage the science. NASA has done a wonderful job of seeding a new industry with the Commercial Crew Program and the Commercial Cargo Program so that we can build the infrastructure we need for the future exploration.
One thing I love about American entrepreneurs is, once you get them going, you better stand out of their way because they’re going to start chucking. And we’re about to that point. NASA is taking on that expensive, hard, complex task of going further and deeper into space with the wonderful new rocket, Space Launch System and Orion. And then, as soon as we break open that door, this incredible infrastructure that we’ve been building is going to be right there to pick up the baton and continue into the stars.
I would say to all the students that are watching, the time to get excited is now. If you aren’t studying science and math, you might want to think about that because our future in the stars starts now, and you can be a part of that if, like Dr. Whitson, you can find that passion and work really hard. And we’re going to find a permanent foothold in the stars for humanity if you do that.
THE PRESIDENT: Well, thank you. So well said. And I have to say, there’s tremendous military application in space. We’re rebuilding our military like never before. We’re ordering equipment, and we’re going to have the strongest military that we’ve ever had, the strongest military that the world has ever seen, and there’s been no time where we need it more. And I’m sure that every student watching wants to know, what is next for Americans in space.
I’m very proud that I just signed a bill committing NASA to the aim of sending America astronauts to Mars. So we’ll do that. I think we’ll do it a lot sooner than we’re even thinking. So which one of you is ready to go to Mars? Are you ready? And I think you’re ready. I know you’re ready, right? We just discussed that. She’d like to go to Mars very quickly. Who’s ready to go to Mars up there?
CMDR. WHITSON: We are absolutely ready to go to Mars. It’s going to be a fantastic journey getting there, and very exciting times, and all of us would be happy to go. But I want all the young people out there to recognize that the real steps are going to be taken in a few years. And so by studying math, science, engineering, any kind of technology, you’re going to have a part in that, and that will be very exciting.
THE PRESIDENT: I just want to thank you very much. And, Dr. Whitson, I just — congratulations. Amazing. What an amazing thing that you’ve done. Everybody here — I know you’re family — but everybody here is incredibly proud of the record you just broke. I hope that every young American watching today finds, in your example, a reason to love space and think about space because many great things are going to come out, tremendous discoveries in medicine and so many other fields.
So thank you very much. I want to say God bless you, God bless America. We are very, very proud of you, and very proud of your bravery. Thank you very much.
There is much to cheer in Governor Cuomo’s State of the State address, one of which he delivered at SUNY Farmingdale on Long Island. His agenda for infrastructure, mass transportation improvements, water quality, affirming women’s reproductive rights, support for immigrants and refugees, free tuition at public colleges for those who qualify, and how he couples the need for aggressive climate action with vigorous sustainable economic development, giving his blessing leading to LIPA’s landmark decision for a 90 megawatt off-shore windfarm to supply the East End, the first utility-scale project in America and making Long Island a leader in a new American industry, put Cuomo in line another New York Governor, Franklin Delano Roosevelt, which FDR brought to the White House as the New Deal (and it is clear Cuomo is jockeying for an eventual run for president).
The one jeer? His renewed assault on local control, which he casts as the culprit for unceasingly high property taxes, which is a not-really-veiled attack on public education.
Each year, Cuomo has used a different mechanism to make the property tax cap – which limits the amount a municipality can raise through property taxes to 2% or the CPI, whichever is less – an offer that can’t be refused. This year, Cuomo has unveiled a “groundbreaking” proposal which mandates the county executive “to develop localized plans that find real, recurring property tax savings by coordinating and eliminating duplicative services and proposing coordinated services to enhance purchasing power, such as jointly purchasing and coordinating use of expensive transportation or emergency equipment. Taxpayers will then vote on these cost-saving plans in a referendum in the November 2017 general election.” If the referendum fails, well then, the plan would need to be reworked and resubmitted in November 2018. (Notably, New York City is exempted.)
But the argument begins with a flawed argument that we spend 2.5 times on property taxes than state income taxes. Doesn’t that spending differential reflect how much we pay for the services we actually receive locally? Plowing snow. Repairing roads. Treating sewage. Picking up garbage. Delivering water. Maintaining police, fire and emergency services. Keeping street lights on. And yes, public education.
Though people like to charge that Long Island pays the highest property taxes in the country, that isn’t true. Nor do New Yorkers pay the highest taxes in the nation, When all taxes are tallied –real estate, income, sales taxes and fees, New York comes in 6th (behind Illinois, Nebraska, Wisconsin, Connecticut and Rhode Island). Nor are the taxes out of line to the incomes earned and home values. But most importantly, for the quality of municipal services including public schools, we want in our community.
Question for Cuomo: before you forcibly consolidate local governments, how much money would be saved by the exercise and how would consolidation actually work? North Hempstead already promotes intermunicipal cooperation; the school districts already participate in joint purchasing and shared services (BOCES) wherever practicable. Indeed, Great Neck public schools now earn a tidy sum in revenue from other districts for tuition paid into programs such as SEAL (rather than paying out $1 million in tuition). If there is waste and duplication, voters can show their ire at the ballot box or make their better-government suggestions known at public meetings.
But the real target of Cuomo’s assault on local governments and property taxes is public education, since 60-65% of the property tax bill goes to fund schools.
Talk about wasteful duplication. If he were so concerned, Cuomo wouldn’t be pushing for a second tier public school system – for-profit charter schools – without the same financial or academic accountability or subject to the same state mandates, to divert money from public schools.
Indeed, Long Islanders wouldn’t pay so much in property taxes if we weren’t so shortchanged in state aid for our public schools – though Long Island has 17% of NY’s student population, we only receive 12% of state aid. It is a lot more obvious when you compare the percentage of school budgets funded by state aid: New York City, where property taxes are low and just about everybody gets some sort of tax holiday, gets 50% of its school budget paid by the state; in comparison less than 5% of Great Neck’s school budget comes from the state. Also, new enterprises, like Avalon Bay residential development, are getting a PILOT by Nassau County’s IDA, reducing the taxes they contribute to the school district as well as Village of Great Neck; the difference is made up by homeowners.
Governor Cuomo has made property taxes, and particularly school taxes, the enemy, falsely claiming that the taxes inhibit growth. But the services that are funded through property taxes contribute to economic growth and activity (an educated workforce, lighted roadways) as well as quality of life.
“Economic theory expects people to consider taxes when deciding where to live, but most studies show taxes only tangentially influence these decisions,” explains Stephanie Hunter McMahon, professor of law at the University of Cincinnati College of Law, in a WalletHub report. “Taxes are, therefore, more influential for what they do or do not provide rather than the rate itself…these taxes are really payments for the goods and services state and local governments provide to the taxpayer and other members of the community.”
Public schools in some instances have been accused of being part of a “schools to prison” pipeline. Indeed, many schools today operate more like prisons than places to promote a lifelong love of learning and instill the tools for independent thinking, problem solving and creative strategies. – Karen Rubin, News & Photo Features
The White House has just released a new capstone report with updates about projects launched and local progress made in response to the Administration’s Rethink Discipline efforts. Rethink Discipline was launched as part of President Barack Obama’s My Brothers’ Keeper initiative and aims to support all students and promote a welcome and safe climate in schools. The full report is available HERE.
The White House will also convene stakeholders and leaders to discuss the progress made and the work ahead to encourage and support local leaders as they work to implement supportive school discipline practices. Today’s meeting in the Roosevelt Room will include remarks by Senior Advisor Valerie Jarrett, Cabinet Secretary and Chair of the My Brother’s Keeper Task Force Broderick Johnson, Domestic Policy Council Director Cecilia Muñoz and Secretary of Education John King.
The 2013-14 Civil Rights Data Collection reveals that out-of-school suspensions decreased by nearly 20 percent compared to the 2011-12 school year. However, 2.8 million students received out-of-school suspensions in the 2013-14 school year, representing approximately 6% of all students enrolled in elementary and secondary schools.
The application of exclusionary discipline practices is especially significant for students of color and students with disabilities, who, in general, are disciplined more often than their classmates. As stated in the Department of Education’s First Look brief about 2013-14 CRDC data, in preschool, black children are 3.6 times more likely to be suspended than white children. In K-12, black students are 3.8 times more likely to receive one or more out-of-school suspensions compared to white students. Students with disabilities are more than twice as likely to receive one or more out-of-school suspensions as students without disabilities.
Addressing these disparities and rethinking discipline have remained top priorities of the Administration, which has focused attention on the importance of school disciplinary approaches that foster safe, supportive, and productive learning environments in which students can thrive.
Announcements made as part of this comprehensive effort include:
Supportive School Discipline Initiative: In 2011, the Departments of Education and Justice announced the launch of a collaborative project to support the use of school discipline practices that foster safe, supportive, and productive learning environments while keeping students in school. A cornerstone of this Initiative is the School Discipline Consensus Project, managed by the Council of State Governments and supported by various philanthropic organizations. The Consensus Project brought together practitioners from various fields to develop consensus recommendations to dismantle the “school-to-prison pipeline.”
Joint Federal Policy and Legal Guidance: Education and Justice jointly released a School Climate and Discipline Guidance Package in 2014 to provide schools with a roadmap to reduce the usage of exclusionary discipline practices and clarify schools’ civil rights obligation to not discriminate on the basis of race, color, or national origin in the administration of school discipline.
#RethinkDiscipline Convening and Public Awareness Campaign: The Departments of Education and Justice launched Rethink Discipline at the White House in July of 2015, convening school district teams, including superintendents, some law enforcement practitioners, and justice officials from across the country and sparking a national dialogue around punitive school discipline policies and practices that exclude students from classroom instruction and targeted supports.
Rethink School Discipline – Resource Guide for Superintendent Action: As a part of Rethink Discipline, the Department of Education developed a resource guide with a set of potential action items to help school leaders implement safe, supportive school climate and discipline by engaging stakeholders, assessing the results and history of existing school climate and discipline systems and practices; implementing reform; and monitoring progress.
Support for State and Local Educational Leaders and Partners from Other Systems: In 2015, the Department of Justice launched the National Resource Center for School Justice Partnerships to advance school discipline reform efforts and serve as a dynamic resource hub for schools, law enforcement agencies, and others to support school discipline reform efforts at the local level.
Addressing Implicit Bias and Discipline Disparities in Early Childhood Settings: In 2016, the Departments of Education and Health and Human Services announced a new investment of $1 million in the Pyramid Equity Project to establish national models for addressing issues of implicit bias, and uneven implementation of discipline, including expulsions and suspensions, in early learning programs.
Providing Guidance to Schools on Ensuring Equity and Providing Behavioral Supports to Students with Disabilities: In 2016, the Department of Education announced the release of a significant guidance document in the form of a Dear Colleague Letter, which emphasized the requirement that schools provide positive behavioral supports to students with disabilities who need them. It also clarified that the repeated use of disciplinary actions may suggest that many children with disabilities may not be receiving appropriate behavioral interventions and supports. Also included was a Summary for Stakeholders.
Best Practices and Procedures for School Resource Officers: In September of 2016, U.S. Departments of Education and U.S. Justice released new tools to assist states, districts and schools in the implementation of best practices for the appropriate use of school resource officers (SROs). The release is the result of collaborative work between both Departments to define the best use of law enforcement officers when utilized within a school environment. The Departments also jointly released the Safe, School-based Enforcement through Collaboration, Understanding, and Respect (SECURe) Rubrics. These resources are designed to help education and law enforcement agencies that use SROs to review and, if necessary, revise SRO-related policies in alignment with common-sense action steps that can lead to improved school safety and better outcomes for students while safeguarding their civil rights.
Ending Corporal Punishment in Schools: Last month, ED sent a letter urging state leaders to end the use of corporal punishment in schools, a practice repeatedly linked to harmful short-term and long-term outcomes for students. The letter from the Secretary was sent to governors and chief state school officers and provided links to resources that can be promoted by those state leaders and adopted by district and school leaders.
Common Core has become one of those boogeymen memes that elicits hysterical knee-jerk reaction against Big Government intrusion into parental authority and local control over schools. However, what is deliberately set aside is that Common Core was developed at the state level. The point of Common Core was to lift standards for public education. Instead, it has been overtaken by the Accountability Movement which uses testing as a weapon against teacher unions and by the Privatized Education Corporatists as a tool to overturn public education in favor of taxpayer funding of for-profit, privatized charter schools and unconstitutional public funding of parochial schools. The result was over-testing, creating unnecessary stress among public school students (private school students don’t have to take the tests), but a windfall for private testing and tutoring companies. In these waning days of the Obama Administration, which has worked so hard to improve public education for all, the White House has announced new, rational steps to create “better, fairer and fewer tests” in schools. . – Karen Rubin, News & Photo Features
FACT SHEET: White House Announces New Steps to Create Better, Fairer and Fewer Tests in Schools
“When I look back on the great teachers who shaped my life, what I remember isn’t the way they prepared me to take a standardized test. What I remember is the way they taught me to believe in myself. To be curious about the world. To take charge of my own learning so that I could reach my full potential. …
I’ve heard from parents who worry that too much testing is keeping their kids from learning some of life’s most important lessons. I’ve heard from teachers who feel so much pressure to teach to a test that it takes the joy out of teaching and learning, both for them and for the students. I want to fix that.”
– President Barack Obama, October 2015
When done well, assessments give parents, teachers, and students critical information on whether all students in a community are progressing each year toward college and career readiness. When used appropriately, they also serve as an essential protection to promote equity. In too many schools, however, redundant or low-quality assessments are being administered without a clear purpose. These ineffective assessments can consume valuable class time and can take the joy out of learning.
That is why last October, President Obama announced his Testing Action Plan and asked the U.S. Department of Education to work aggressively with states and school districts to make sure that tests students take are worthwhile; high-quality; time-limited; fair and transparent to students and families; and one of multiple sources used to understand how students, educators and schools are progressing. Since then, the Obama Administration has acted to assist states and school districts in ensuring that the tests they are giving are better, fairer and fewer.
The White House and the Department of Education, on December 7, brought state and district leaders together with educators, parents, technologists, developers and philanthropic leaders to discuss the impact of the Testing Action Plan and what more can be done to ensure that tests are better, fairer, and fewer. As part of the event, the Department of Education announced additional resources and guidance for states and school districts aligned with the Testing Action Plan, including nearly $8 million in grants to the Maryland State Department of Education and the Nebraska Department of Education to develop new and innovative ways to measure science achievement that can serve as models for other states.
New Federal Resources to Help States and School Districts Improve Testing
The White House and the Department of Education are announcing new efforts designed to help states and school districts improve their assessments and help them evaluate the totality of their assessments in order to eliminate unnecessary or low-quality tests. Today’s announcements include:
o The Innovations in Science Map, Assessment, and Report Technologies (I-SMART) Project, led by the Maryland State Department of Education and in partnership with Missouri, New York, New Jersey, and Oklahoma, will produce innovative science assessments aligned to the Next Generation Science Standards to support comprehensive alternate assessments for students with the most significant cognitive disabilities. It will contain multiple measures of student progress over time, develop a science learning map that includes multiple pathways for students to learn science content and reach challenging grade-level expectations, and also deliver score reports that improve the information about student performance that is shared with educators and families.
o The Strengthening Claims-Based Interpretations and Uses of Local and Large-Scale Science Assessments (SCILLSS) project, led by the Nebraska Department of Education in partnership with Montana and Wyoming, aims to improve the quality of statewide science assessments. The project will leverage existing tools and expertise to generate more resources to strengthen states’ ability to create and evaluate quality science assessments. The project will also engage state and local educators to clarify the interpretations and uses of assessments scores and to create tools to improve the usefulness of student performance results.
Regulations to Create Better, Fairer, and Fewer Assessments under the Every Student Succeeds Act (ESSA): The Department of Education is releasing two final regulations designed to give states and school districts clarity and flexibility as they implement the assessment provisions under Title I of the ESSA. These regulations seek to clarify the statutory requirement that states administer high-quality, annual assessments to all students by ensuring that these assessments are worth taking and provide meaningful data about student success and equity for all students, while also encouraging states and districts to continue to push the field of assessment forward through innovation.
o Creating Better, Fairer, and Fewer Tests: The final regulation for state assessment systems under Title I, Part A — which are the result of consensus reached when the Department of Education conducted negotiated rulemaking with a diverse group of stakeholders earlier this year — willensure states continue to administer tests that are valid, reliable, and fair measures of student achievement for all students, including by setting clear parameters for meaningfully including students with disabilities and English language learners in state tests and supporting them with appropriate test accommodations. The final regulation also allows states to take advantage of a range of innovative approaches to improve assessment and reduce overall burden, such as implementing computer-adaptive assessments and allowing a district to offer a locally selected, nationally recognized high school tests in place of the annual statewide high school assessment. Taken together, this regulation will help states and districts implement ESSA to create better, fairer and fewer tests.
o Producing a New Generation of Innovative Assessments: The final regulation under Title I, Part B establishes the parameters under which states may take advantage of a new innovative assessment demonstration authority under the ESSA to create, try out, and scale up alternatives to traditional end-of-year large-scale assessments. This demonstration authority, initially available to up to seven states, allows states to rethink assessment systems and pilot new, innovative approaches to measuring student achievement for use in their accountability systems. States with demonstration authority will be allowed to phase-in and use a new innovative assessment system in a subset of their districts, while maintaining their existing system in the rest of their districts, and use the results from both systems for accountability and reporting purposes under the law during the pilot phase. States may also apply for flexibility as a consortium, providing a built-in community of practice to share and work through common challenges as they scale their new innovative assessments statewide.
Guidance to States on How to Use Federal Resources to Create Better, Fairer and Fewer Tests: The Department of Education is also releasing non-regulatory guidance for states and school districts, which highlights flexibility in ESSA for how states and districts can use federal funds to support the President’s Testing Action Plan. The guidance outlines how states and districts can use federal funding under the ESSA to ensure high-quality assessments for all students; reduce testing time; eliminate redundant, duplicative assessment; and provide clear, transparent and actionable information on assessments to students, families, and educators. This ESSA guidance applies starting in fiscal year 2017 (i.e., the 2017-2018 school year) and updates previous guidance ED released earlier this year.
Profiles of Districts that are Taking Action to Improve Assessments: The Department of Education is releasing profiles highlighting the steps taken by two districts, Eminence Independent Schools (KY) and Vancouver Public Schools (WA), to reduce and improve assessments. Eminence saw dramatic improvements in student achievement after implementing a learner-centric education model that focuses on differentiated instruction, personalized learning, continuous growth, and the use of formative assessments and alternative means to assess student progress. Vancouver Public Schools conducted an audit of its district-required assessments in 2015 and eliminated 105 administrations of district-required assessments allowing the district to return an average of 900 minutes back into the classroom across grades 3 – 8. These profiles build on a report the Department released in April, highlighting the work of leading states and districts to improve assessment and ensure class time is preserved.
Information on Technology-Delivered Assessments Supported by the Institute of Education Sciences: The Institute for Education Sciences (IES) is releasing ablog that highlights some of the technology-delivered assessments funded through IES. Since its inception in 2002, three IES programs, including the Research Programs at the National Center for Education Research (NCER) and at the National Center for Special Education Research (NCSER), and the ED/IES SBIRprogram have made over 200 awards supporting the development of new technology-delivered assessments. The awards were made to a mix of academic researchers, entrepreneurial firms, and larger education organizations. All of the projects included a rigorous research and development process with studies to validate that assessments are measuring what is intended and pilots to test the promise of the technologies for improving student learning outcomes. Later this month IES will release a more detailed report highlighting the technology-delivered assessments and innovations in the assessment field funded through three research programs.