Education
Biden Looks for New Ways to Energize Black Voters
During a recent town hall with the Congressional Black Caucus, Vice President Kamala Harris offered a gut check to the 200 people who had gathered to take stock of the state of civil rights in America.
“We are looking at a full-on attack on our hard-fought, hard-won freedoms,” Ms. Harris told the crowd, which erupted in applause as she spoke. “So much is at stake,” she said of the 2024 presidential election, “including our very democracy.”
In 2020, President Biden promised Black voters he would deliver a sweeping “racial equity” agenda that included a landmark federal voting rights bill, student loan relief, criminal justice reform and more. Three years later, with much of that agenda thwarted by Congress or the courts, the White House is looking for new ways to re-energize a crucial constituency that helped propel Mr. Biden to the presidency.
That means describing the stakes of the election in stark terms, as Ms. Harris did over the summer in Boston, arguing that the Republican Party is trying to reverse generations of racial progress in America. But Mr. Biden is also asking voters to judge him on a series of achievements that benefit Black Americans — but that are hardly the marquee promises from the early days of his administration.
In recent weeks, the Biden administration has gone out of its way to highlight its economic accomplishments, which include the lowest Black unemployment rate on record and the fastest creation rate of Black-owned small businesses in over 25 years. It has pointed to social policy efforts, such as increased enrollment in Obamacare and closing the digital divide, as examples of real impacts on the Black community.
In an opinion essay published on Sunday in The Washington Post, marking the 60th anniversary of the March on Washington, Mr. Biden said his stewardship of the economy — a top concern among Black voters — was helping to fulfill the nation’s promise of equality.
The president wrote that his administration was “advancing equity in everything we do making unprecedented investments in all of America, including for Black Americans.”
Administration officials acknowledge that some of those advances may not immediately resonate with a population that sees its constitutional rights under assault. While polls show continued strong support for Mr. Biden among Black voters, there are growing concerns about an enthusiasm gap among the most loyal constituencies in the Democratic Party.
Neera Tanden, Mr. Biden’s domestic policy adviser, said the president was focused on dismantling inequities that had been embedded for decades.
“I think we’ll have a transformative change,” Ms. Tanden said, pointing to executive orders Mr. Biden signed in his first days in office, which directed federal agencies to consider racial equity when it comes to the distribution of money and benefits.
But, she added, “it won’t be something millions of people feel in a minute.”
For Black Americans like Maeia Corbett, the promises of future benefits ring hollow.
“Looking at these promises that this administration has made, it’s like a whirlwind,” said Ms. Corbett, 27. “What can I grasp onto when all of these things are being taken from me?”
Ms. Corbett, who graduated from college just months before the coronavirus pandemic brought student loan payments to a pause, had been banking on Mr. Biden’s promise to cancel up to $20,000 in student loan debt for millions of borrowers.
When the Supreme Court ruled in June that Mr. Biden’s plan was unconstitutional, Ms. Corbett, like many Black Americans, felt a familiar sting of disappointment. The fact that the decision came just 24 hours after the court struck down affirmative action in college admissions, a longstanding mechanism for economic and social mobility for Black people, was almost disorienting.
“It’s like you get to the steps of equity and the steps are torn down,” she said.
Ms. Corbett’s sentiments are a warning sign for the president, who has tied the success of his presidency to racial progress. Mr. Biden has said he would use the power of his office to address inequity in housing, criminal justice, voting rights, health care, education and economic mobility.
“I’m not promising we can end it tomorrow,” Mr. Biden said in January 2021. “But I promise you: We’re going to continue to make progress to eliminate systemic racism, and every branch of the White House and the federal government is going to be part of that effort.”
Melanie L. Campbell, the president of the nonpartisan National Coalition on Black Civic Participation, said Black women — widely credited with securing Mr. Biden’s win — could see tangible progress in historic appointments of Black women to cabinet positions and the federal judiciary, including Ketanji Brown Jackson to the Supreme Court.
But the courts, conservative activists and a bitterly divided Congress have curtailed a lot of Mr. Biden’s agenda. Lawsuits have held up the administration’s efforts to forgive the debts of Black and other minority farmers after years of discrimination. Congress has blocked two signature pieces of legislation Mr. Biden championed, the George Floyd Justice in Policing Act and the John R. Lewis Voting Rights Advancement Act. And conservative groups have vowed to pursue legislation challenging Mr. Biden’s plans to prioritize race-conscious policies throughout the federal government.
Now, with aides describing him as frustrated over the setbacks, Mr. Biden is taking pains to cast the election as a choice between his agenda and the extremism of “MAGA Republicans,” or those loyal to former President Donald J. Trump.
“My dad used to say: ‘Joey, don’t compare me to the Almighty. Compare me to the alternative,’” Mr. Biden says in a common refrain.
Cedric Richmond, a co-chairman of the Biden campaign, said the campaign would emphasize that Mr. Biden should not be blamed for the Supreme Court decisions. “It’s the court that just rolled back equity, and we’re going to point to it,” he said.
A recent Axios survey of more than 780 college students and recent graduates found that 47 percent of voters blamed the Supreme Court for student loans not being forgiven, 38 percent blamed Republicans and 10 percent blamed Mr. Biden.
Still, polls show that Black voters under 30 have far less enthusiasm for Mr. Biden than their elders do.
Mary-Pat Hector, the chief executive of Rise, a student advocacy organization that has pushed for student debt relief and college affordability, said the disillusionment among young voters was real. On issues like student loan debt and climate, Ms. Hector said, all the voters see are “things we were told were going to happen that just haven’t happened.”
“When it comes to Gen Z,” she said, “they don’t forget, and it’s hard for them to forgive.”
In the meantime, the White House says it has not given up on its most ambitious goals.
This month, the Education and Justice Departments released guidance for how colleges should navigate the affirmative action decision, urging them to continue to strive for diversity. And the Education Department is preparing to start new loan programs, while delivering billions in loan relief by fixing existing programs that have long disenfranchised Black borrowers. And dozens of federal agencies are working through “equity action plans” tackling everything from disparities in home appraisals to maternal mortality.
Stephen K. Benjamin, Mr. Biden’s director of public engagement, said he believed the administration’s economic record would resonate, even as he acknowledged that the White House needed help from Congress to make good on its broader agenda.
“I do believe when the rubber hits the road,” he said, “people will pay more attention to these dramatic investments in their quality of life.”
Lennore Vinnie, 53, said she felt the administration was looking out for people like her.
Having benefited from affirmative action when she entered the white, male-dominated information technology field in the 1990s, Ms. Vinnie, a single mother of two, incurred $280,000 in student loan debt after years of pursuing a doctoral degree to advance to a senior leadership position. Some of the debt was acquired at predatory for-profit colleges.
“I know for me, as an African American woman, you can never have too many degrees or too many credentials,” she said, “because that way I take away all your reasons for not putting me in the position.”
Ms. Vinnie, who ultimately obtained her doctorate and her promotion, is applying for relief through loan forgiveness programs that were not affected by the Supreme Court ruling.
Ms. Harris’s appearance before the Congressional Black Caucus in Boston encapsulated the administration’s strategy moving forward: highlighting its progress while rallying a community to remember — and repeat — history.
In Boston, the crowd was rapt, shouting “preach!” as she called out “extremist so-called leaders” who sought to distract from the nation’s legacy of slavery and systemic racism.
Ms. Harris then reminded the room that Black voters drove Mr. Biden to win the presidency in 2020, and made her the first Black vice president. “The future of America,” she said, “has always relied on the folks who are in this room.”
Education
Video: Biden Apologizes for U.S. Mistreatment of Native American Children
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Biden Apologizes for U.S. Mistreatment of Native American Children
President Biden offered a formal apology on Friday on behalf of the U.S. government for the abuse of Native American children from the early 1800s to the late 1960s.
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The Federal government has never, never formally apologized for what happened until today. I formally apologize. It’s long, long, long overdue. Quite frankly, there’s no excuse that this apology took 50 years to make. I know no apology can or will make up for what was lost during the darkness of the federal boarding school policy. But today, we’re finally moving forward into the light.
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Education
Video: Los Angeles Bus Hijacked at Gunpoint
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Los Angeles Bus Hijacked at Gunpoint
The person suspected of hijacking a bus which killed one person, was taken into custody after an hourlong pursuit by the Los Angeles Police Department early Wednesday morning.
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“Get him.”
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Education
The Youngest Pandemic Children Are Now in School, and Struggling
The pandemic’s babies, toddlers and preschoolers are now school-age, and the impact on them is becoming increasingly clear: Many are showing signs of being academically and developmentally behind.
Interviews with more than two dozen teachers, pediatricians and early childhood experts depicted a generation less likely to have age-appropriate skills — to be able to hold a pencil, communicate their needs, identify shapes and letters, manage their emotions or solve problems with peers.
A variety of scientific evidence has also found that the pandemic seems to have affected some young children’s early development. Boys were more affected than girls, studies have found.
“I definitely think children born then have had developmental challenges compared to prior years,” said Dr. Jaime Peterson, a pediatrician at Oregon Health and Science University, whose research is on kindergarten readiness. “We asked them to wear masks, not see adults, not play with kids. We really severed those interactions, and you don’t get that time back for kids.”
The pandemic’s effect on older children — who were sent home during school closures, and lost significant ground in math and reading — has been well documented. But the impact on the youngest children is in some ways surprising: They were not in formal school when the pandemic began, and at an age when children spend a lot of time at home anyway.
The early years, though, are most critical for brain development. Researchers said several aspects of the pandemic affected young children — parental stress, less exposure to people, lower preschool attendance, more time on screens and less time playing.
Yet because their brains are developing so rapidly, they are also well positioned to catch up, experts said.
The youngest children represent “a pandemic tsunami” headed for the American education system, said Joel Ryan, who works with a network of Head Start and state preschool centers in Washington State, where he has seen an increase in speech delays and behavioral problems.
Not every young child is showing delays. Children at schools that are mostly Black or Hispanic or where most families have lower incomes are the most behind, according to data released Monday by Curriculum Associates, whose tests are given in thousands of U.S. schools. Students from higher-income families are more on pace with historical trends.
But “most, if not all, young students were impacted academically to some degree,” said Kristen Huff, vice president for assessment and research at Curriculum Associates.
Recovery is possible, experts said, though young children have not been a main focus of $122 billion in federal aid distributed to school districts to help students recover.
“We 100 percent have the tools to help kids and families recover,” said Catherine Monk, a clinical psychologist and professor at Columbia, and a chair of a research project on mothers and babies in the pandemic. “But do we know how to distribute, in a fair way, access to the services they need?”
What’s different now?
“I spent a long time just teaching kids to sit still on the carpet for one book. That’s something I didn’t need to do before.”
David Feldman, kindergarten teacher, St. Petersburg, Fla.
“We are talking 4- and 5-year-olds who are throwing chairs, biting, hitting, without the self-regulation.”
Tommy Sheridan, deputy director, National Head Start Association
Brook Allen, in Martin, Tenn., has taught kindergarten for 11 years. This year, for the first time, she said, several students could barely speak, several were not toilet trained, and several did not have the fine motor skills to hold a pencil.
Children don’t engage in imaginative play or seek out other children the way they used to, said Michaela Frederick, a pre-K teacher for students with learning delays in Sharon, Tenn. She’s had to replace small building materials in her classroom with big soft blocks because students’ fine motor skills weren’t developed enough to manipulate them.
Perhaps the biggest difference Lissa O’Rourke has noticed among her preschoolers in St. Augustine, Fla., has been their inability to regulate their emotions: “It was knocking over chairs, it was throwing things, it was hitting their peers, hitting their teachers.”
Data from schools underscores what early childhood professionals have noticed.
Children who just finished second grade, who were as young as 3 or 4 when the pandemic began, remain behind children the same age prepandemic, particularly in math, according to the new Curriculum Associates data. Of particular concern, the students who are the furthest behind are making the least progress catching up.
The youngest students’ performance is “in stark contrast” to older elementary school children, who have caught up much more, the researchers said. The new analysis examined testing data from about four million children, with cohorts before and after the pandemic.
Data from Cincinnati Public Schools is another example: Just 28 percent of kindergarten students began this school year prepared, down from 36 percent before the pandemic, according to research from Cincinnati Children’s Hospital.
How did this happen?
“They don’t have the muscle strength because everything they are doing at home is screen time. They are just swiping.”
Sarrah Hovis, preschool teacher, Roseville, Mich.
“I have more kids in kindergarten who have never been in school.”
Terrance Anfield, kindergarten teacher, Indianapolis
One explanation for young children’s struggles, childhood development experts say, is parental stress during the pandemic.
A baby who is exposed to more stress will show more activation on brain imaging scans in “the parts of that baby’s brain that focus on fear and focus on aggression,” said Rahil D. Briggs, a child psychologist with Zero to Three, a nonprofit that focuses on early childhood. That leaves less energy for parts of the brain focused on language, exploration and learning, she said.
During lockdowns, children also spent less time overhearing adult interactions that exposed them to new language, like at the grocery store or the library. And they spent less time playing with other children.
Kelsey Schnur, 32, of Sharpsville, Pa., pulled her daughter, Finley, from child care during the pandemic. Finley, then a toddler, colored, did puzzles and read books at home.
But when she finally enrolled in preschool, she struggled to adjust, her mother said. She was diagnosed with separation anxiety and selective mutism.
“It was very eye-opening to see,” said Ms. Schnur, who works in early childhood education. “They can have all of the education experiences and knowledge, but that socialization is so key.”
Preschool attendance can significantly boost kindergarten preparedness, research has found. But in many states, preschool attendance is still below prepandemic levels. Survey data suggests low-income families have not returned at the same rate as higher-income families.
“I have never had such a small class,” said Analilia Sanchez, who had nine children in her preschool class in El Paso this year. She typically has at least 16. “I think they got used to having them at home — that fear of being around the other kids, the germs.”
Time on screens also spiked during the pandemic — as parents juggled work and children cooped up at home — and screen time stayed up after lockdowns ended. Many teachers and early childhood experts believe this affected children’s attention spans and fine motor skills. Long periods of screen time have been associated with developmental delays.
Heidi Tringali, a pediatric occupational therapist in Charlotte, N.C., said she and her colleagues are seeing many more families contact them with children who don’t fit into typical diagnoses.
She is seeing “visual problems, core strength, social skills, attention — all the deficits,” she said. “We really see the difference in them not being out playing.”
Can children catch up?
“I’m actually happy with the majority of their growth.”
Michael LoMedico, second-grade teacher, Yonkers, N.Y.
“They just crave consistency that they didn’t get.”
Emily Sampley, substitute teacher, Sioux Falls, S.D.
It’s too early to know whether young children will experience long-term effects from the pandemic, but researchers say there are reasons to be optimistic.
“It is absolutely possible to catch up, if we catch things early,” said Dr. Dani Dumitriu, a pediatrician and neuroscientist at Columbia and chair of the study on pandemic newborns. “There is nothing deterministic about a brain at six months.”
There may also have been benefits to being young in the pandemic, she and others said, like increased resiliency and more time with family.
Some places have invested in programs to support young children, like a Tennessee district that is doubling the number of teaching assistants in kindergarten classrooms next school year and adding a preschool class for students needing extra support.
Oregon used some federal pandemic aid money to start a program to help prepare children and parents for kindergarten the summer before.
For many students, simply being in school is the first step.
Sarrah Hovis, a preschool teacher in Roseville, Mich., has seen plenty of the pandemic’s impact in her classroom. Some children can’t open a bag of chips, because they lack finger strength. More of her students are missing many days of school, a national problem since the pandemic.
But she has also seen great progress. By the end of this year, some of her students were counting to 100, and even adding and subtracting.
“If the kids come to school,” she said, “they do learn.”
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