16 state AGs press SCOTUS to take up case about schools covertly transitioning children



Virginia Attorney General Jason Miyares (R) and 15 other attorneys general have filed an amicus brief on behalf of their respective states asking that the U.S. Supreme Court take up a case regarding schools' covert efforts to transition children into sexually-confused transvestites behind their parents' backs.

"Parents have the right to be involved in major decisions affecting their children's lives. This case presents an opportunity for the U.S. Supreme Court to provide much-needed clarity and reaffirm that government officials cannot override parents' fundamental rights simply because they believe they know better," Miyares said in a statement.

Background

A group of parents in Wisconsin sued the Eau Claire Area School District in 2022 over the guidance it provided to schools and employees regarding how to handle students suffering from delusions about their gender.

The guidance, which wasconfirmed by a district spokesperson at the time, noted that some "transgender, non-binary, and/or gender-nonconforming students are not 'open' at home for reasons that may include safety concerns or lack of acceptance."

Accordingly, school personnel were instructed to first discuss the matter with the student before considering discussing the matter with the student's parents.

The parents' complaint claimed that the policy "mandates that schools and teachers hide critical information regarding a child's health from his or her parents and to take action specifically designed to alter the child's mental and physical well-being. Specifically, the Policy allows and requires District staff to treat a child as if he or she is the opposite sex, by changing the child's name, pronouns, and intimate facility use, all without the parents' knowledge or consent."

Teachers were apparently further instructed that "parents are not entitled to know their kids' identities" and that such "knowledge must be earned."

Educators in the district evidently took the guidance to heart, in one case textually informing students, "If your parents aren't accepting of your identity, I'm your mom now."

"The obvious purpose of such secrecy is to prevent parents from making critical decisions for their own minor children, from interfering with the school's ideologically-driven activities, from caring for their children, or from freely practicing their religion," read the parents' complaint. "The insidious invasion of parental rights at issue in this case cannot be tolerated by a free people who value liberty."

The plaintiffs, represented by the firms America First Legal and the Wisconsin Institute for Law and Liberty, claimed the district had violated their fundamental parental rights both under the 14th Amendment and under Article 1, Section 1 of the Wisconsin Constitution, along with their constitutionally-protected religious freedom.

Stephen Miller, president of America First Legal, stressed at the outset "Eau Claire schools have adopted a monstrous plan to secretly 'change' the genders of children as young as 5 — without parental consent — effectively subjecting them to unnatural ideological experiments contrary to their health and biology."

Setback

The case, Parents Protecting Our Children, UA v. Eau Claire Area School District, was kicked up through the courts to the U.S. Court of Appeals for the Seventh Circuit.

The appellate court ruled on March 7 that the district court was right to dismiss the parents' complaint "for lack of subject matter jurisdiction."

The court wrote that "Parents Protecting is clear that their members harbor genuine concerns about possible applications of the School District's policy. Unless that policy operates to impose an injury or to create an imminent risk of injury, however — a worry that may never come to pass — the association's concerns do not establish standing to sue and thus do not create a Case or Controversy. The district court had no choice but to dismiss the challenge for lack of Article III subject matter jurisdiction."

To the high court

Last month, the AFL and WILL filed a petition for writ of certiorari with the Supreme Court, stressing that the plaintiff and petitioner in the case — an association of parents who have children in the district — are both subject to the offending policy and directly harmed by it, contrary the conclusion reached by the district and appellate courts.

The petition posed the following question: "When a school district adopts an explicit policy to usurp parental decision- making authority over a major health-related decision — and to conceal this from the parents — do parents who are subject to such a policy have standing to challenge it?"

'Government officials cannot interfere with this right — 'perhaps the oldest of the fundamental liberty interests recognized by' this Court — just because the government officials believe that they know better.'

According to the petition, parents are injured in multiple ways, including by the loss of their exclusive decision-making authority over whether a sex-change transition is in their kid's best interest; by their inability to obtain information to which they are entitled, which is a "cognizable 'injury in fact' for purposes of Article III standing"; and by the strain placed on the parent-child relationship introduced by the policy's student-facing invitation to keep secrets from their parents.

It indicates also that the "policy facially deprives Petitioner's members of their statutory rights, which presently harms them by making it impossible for them to withhold consent from the application of the Gender Support Plan process to their children. The denial of this right to information, protected by the Constitution and by statute, constitutes concrete harm under Spokeo, Public Citizen, and Akins."

The amicus brief

The attorneys general for Virginia, Florida, Georgia, Texas, and a dozen other states filed an amicus brief in support of the parents in the case, stressing they too have a "compelling interest in protecting parents' fundamental right to make decisions about 'the care, custody, and control of their children.'"

"This case presents the opportunity for this Court to reiterate that government officials cannot interfere with this right — 'perhaps the oldest of the fundamental liberty interests recognized by' this Court — just because the government officials believe that they know better," said the brief.

The brief noted that Article III's standing requirement comes down to answering the basic question, "What's it to you?" and that the "answer in this case is plain": Parents have an interest in making decisions about their children and the interference by school officials clearly amounts to injury.

It further emphasized that "[s]chool districts have no interest, compelling or otherwise, in wholesale concealment of children's gender transitions from parents, absent any evidence of abuse or neglect. 'Simply because the decision of a parent is not agreeable to a child or because it involves risks does not automatically transfer the power to make that decision from the parents to some agency or officer of the state.'"

Virginia AG Miyares added in a statement, "It is essential that schools work with parents, not against them, to support a child's wellbeing."

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Teachers lean further into obsolescence, using AI to grade and provide feedback on assignments



Americans' confidence in public schools has plummeted to all-time lows. The eagerness with which teachers' unions and school districts have subjected children to mask mandates, lockdowns, and radical propaganda in recent years likely didn't help.

It also doesn't help that teachers have been doing a poor job overall of teaching reading and mathematics compared with previous years, according to the National Assessment of Educational Progress.

Unsurprisingly, homeschooling has become the fastest-growing form of education with nearly 4 million homeschooled K-12 students nationwide.

Rather than evidence their value in the face of record-low public confidence, poor assessments, and increasing competition, teachers appear to be offloading more of their duties onto their potential replacements.

According to Axios, teachers are increasingly adopting ChatGPT and other AI-boosted tools to do their jobs for them. Writable is one such tool.

Acquired last year by the education company Houghton Mifflin Harcourt, Writable supposedly "scaffolds student learning and builds lifelong writing and reading skills for students in grades 3-12, while saving teachers time on daily instruction and feedback."

It works thusly: A student submits a writing assignment to a teacher electronically, then the teacher submits it to Writable. Writable runs the essay through ChatGPT. ChatGPT then does the work customarily performed by an engaged teacher, providing comments and feedback. The teacher is afforded an opportunity to review or adjust the chatbot's work, then sends it back to the student.

According to the Writable website, the RevisionAid feature will provide students with feedback and constructive criticism so that students can improve their writing. The GrammarAid feature will help students with grammar, mechanics, and style.

As for fleshing out a curriculum, teachers need only pick a lesson from one of thousands of ready-made plans, which they can then customize if they are feeling up to the challenge.

"We have a lot of teachers who are using the program and are very excited about it," Houghton Mifflin Harcourt CEO Jack Lynch told Axios.

There are various other AI tools besides Writable that spare teachers the onerous task of grading tests and papers. These include Gradescope, EasyGrader, and Canvas.

Blaze News reported last March that a poll commissioned by the Walton Family Foundation and conducted by Impact Research found that 51% of 1,002 K-12 teachers surveyed were using ChatGPT to perform their duties.

"Three in ten teachers have used it for lesson planning (30%), coming up with creative ideas for classes (30%), and building background knowledge for lessons and classes (27%)," said Impact Research.

Education Week reported last month that 73% of educators surveyed by the EdWeek Research Center said their districts do not presently prohibit the use of ChatGPT and other large language models powered by AI. Another 20% said there were prohibitions on such use but that the bans only applied to students. Only 7% of respondents indicated teachers were prohibited from offloading their work onto AI tools.

According to the same survey, 56% of respondents said they expected an increase in the use of AI in schools.

One unidentified Texas teacher told Education Week, "I frequently use ChatGPT to write lesson plans, syllabi, and parent letters. It can be a very effective tool, but I still look over and edit anything that looks off."

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Teachers admit to using ChatGPT to do their lesson planning, research, and class prep, despite risk of replacement



Facing replacement, John Henry, the steel-driving man of American legend, gave his all to drill holes faster than the steam-powered drilling machine poised to replace him. In the case of American school teachers, it would appear some are keen to ride their profession's equivalent of the drilling machine to the finish line.

A new poll commissioned by the nonprofit Walton Family Foundation and conducted by Impact Research recently gauged teachers' level of adoption of the AI chat bot ChatGPT.

Of the 1,002 K-12 teachers surveyed from Feb. 2-7, 51% of respondents said they were using the technology to perform their duties. Impact Research noted that this was especially true of black (69%) and Latino (69%) teachers.

Teachers are not just using the technology to supplement their efforts. In many cases, they're having ChatGPT do much of the heavy-lifting all on its own.

"Three in ten teachers have used it for lesson planning (30%), coming up with creative ideas for classes (30%), and building background knowledge for lessons and classes (27%)," reported Impact Research.

Middle-school and high-school teachers are more likely to have thrown in the proverbial sledgehammer, with 38% and 35% of those surveyed having used ChatGPT for lesson planning, respectively. The same cadre also uses the technology to brainstorm for ideas (38% and 34%) and "build background knowledge" (31% and 34%), far more than pre-K and elementary-school teachers.

Unsurprisingly, 88% of teachers unburdened of much of their responsibilities reported that ChatGPT has had a positive impact. 76% of teachers noted that the technology will be important to integrate into schooling in the future, and another 77% agreed it would "help them grow as teachers."

Education Week reported in January that some teachers advocating for ChatGPT "say that the tool can save them hours of work, freeing up time for student interactions or their personal life."

Holdouts who find value in the work they've been paid to do claim that deferring to ChatGPT — whose designers have restricted it to a narrow worldview — will strip away some of the creative and rewarding aspects of the job.

"To me, lesson planning is the fun part. I don’t want to hand that over to a chat bot," said Madi Saenz-Payne, an English/language arts teacher in California. "It takes the human side out of it. ... Making so much of [teaching] automated — I feel like you lose some of the joy of it."

It appears Saenz-Payne is in the minority, granted 63% of teachers agreed that "ChatGPT is just another example of why we can't keep doing things the old way for schools in the modern world."

Suresh Prabu, chancellor of India's Rishihood University, and his vice chancellor, Shobhit Mathur, recently discussed in the Economic Times the impact ChatGPT may ultimately have on the teaching profession.

They noted, "AI-based natural language chatbots are much advanced. They will become our very own personalised all-knowing teachers available to us all the time. The chatbot can crunch tremendous amounts of information available to it, draw inferences from them and create persuasive arguments in a personalised manner based on human inputs."

With a personal teacher on hand, flesh-and-bone instructors may have to "reinvent" themselves, possibly into "'meta-teachers' for which they will need to be trained."

According to the two university administrators, teachers may end up having to "teach the purpose of learning, what is worth learning and how to learn."

Stephen Lockyer, a primary school teacher in West London, is amenable to this sort of reinvention, claiming, "Your lesson plans are your recipe — you still need a chef. You still need a teacher to make that recipe come alive.

"If you’ve got a plan that’s bare bones that you can build on and flesh out and make wonderful, then that’ll save so much time," added Lockyer.

It's unclear whether teachers should receive the same pay and benefits for "chef" work.

Keith Kindred, a social studies teacher at South Lyon East High School near Detroit, Michigan, doesn't think teachers need to panic just yet.

Kindred said on Michigan Radio, "ChatGPT and other AI applications can clearly do some pretty amazing things and definitely save time, but what it produces — for students and teachers — is not 'off the shelf' ready. It lacks, not only the human touch, but the depth of understanding and nuance that only human brains can generate."

Were learning to migrate nationwide from brick-and-mortar classrooms to the metaverse, a human touch may not be missed, particularly if new generations never felt it.

Sheila Jagannathan, a manager at the World Bank, suggested in a recent World Economic Forum piece that the "metaverse facilitates an immersive campus life, where learners wearing VR headsets enter the virtual campus or university to learn, explore, and socialize. In this digital space, for example, learners can delve into different learning pods, visit libraries and breakout rooms, meet coaches and counselors, and hang out with peers."

While the teachers' unions may be able to slow the transition to virtual classrooms, teachers' adoption of their potential replacements may expedite the process overall.

"We are only at the very beginning of seeing how this can unlock learning," Romy Drucker, director of the K-12 Education Program at the Walton Family Foundation, told Axios. "What we see in the data is that teachers need better tools and resources to meet this moment, and that's why they're among the earliest adopters of ChatGPT."

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Sex ed teacher who taught 6-year-olds that it 'feels good' to touch penis, vulva says she resigned from her position because her bosses didn't support her



Justine Ang Fonte, a former teacher at Dalton School in Manhattan, New York, says she quit her job after her bosses didn't support her when parents complained about graphic sex education and masturbation lessons to 6-year-old children.

What's a brief history here?

Fonte — a "health and wellness" educator — came under fire in June after her video lessons went into great detail about prepubescent children touching themselves in an intimate manner.

During the lessons, Fonte also showed children a video featuring cartoon characters discussing erections, masturbation, and more and specifically detailed intimate parts such as a woman's clitoris.

Her lessons also reportedly included instruction on gender identity and consent.

Following the outcry, Fonte resigned from her $55,000-per-year position at the elite school.

The teacher, who also worked for elite Columbia Prep, recently came under fire for her pornography, kink, and BDSM lessons to high school students. Parents say that Fonte never received parental consent to discuss such topics in class.

Following the outcry, Columbia Prep's head issued a formal apology to parents.

What are the details?

Fonte told the New York Times for a Wednesday report that she quit her job because bosses "[failed] to back me up" amid the outcry over her lessons, which she said "cost me my safety."

The controversial educator now said she stands by her lessons and hopes to "equip" her students "with a way that they can exercise body agency and consent by knowing exactly what those parts are, what they are called, and how to take care of them. That was paired with lessons around, what are the different ways to say 'no'? And what's the difference between a secret and a surprise? And why you should never have a secret between a grown-up and you. Because it's never your responsibility as a child to hold a secret or information of a grown-up."

Of her experience at Columbia Prep, Fonte said that she desperately hoped to believe that the school was "ready to take on these issues in an educational, intellectual way."

"At least one person at that school trusted that I could do it," she added. "And I did. But they weren't ready to back it up, and it cost me my safety."

The outlet also reported that Fonte suffered a variety of attacks on her reputation, including "violent threats in her inbox" as well as the "experience of being doxxed."

According to the Times report, Fonte is now planning to write children's books and more.

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