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Oklahoma Proposes Teaching 2020 Election ‘Discrepancies’ in U.S. History

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Oklahoma Proposes Teaching 2020 Election ‘Discrepancies’ in U.S. History

High school students in Oklahoma would be asked to identify “discrepancies” in the 2020 election as part of U.S. history classes, according to new social studies standards recently approved by the Oklahoma Board of Education.

The proposed standards seem to echo President Trump’s false claims about his 2020 defeat. They ask students to examine factors such as “the sudden halting of ballot-counting in select cities in key battleground states” and “the security risks of mail-in balloting.”

They now head to the state’s Republican-controlled Legislature, which could take up the issue before its term ends in late May, or punt the issue to the governor’s desk.

The standards, supported by the state’s hard-charging Republican superintendent, have already received pushback, including from Gov. Kevin Stitt, also a Republican, whose office characterized the changes as a “distraction.” A spokeswoman said the governor had not yet seen the standards in full and it was not clear if he would support them.

The additions related to the 2020 election are among several changes that injected a strong conservative viewpoint to the state’s portrayal of modern American politics and Mr. Trump.

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Mr. Trump repeatedly denied the results of the 2020 election, a view that has been widely embraced by some Republicans, despite a lack of evidence.

An earlier version of the new standards — which were released for public comment in December — simply asked students to examine “issues related to the election of 2020 and its outcome.” The new changes were made after the public comment period and quietly approved by the Board of Education last month. They were first reported by NonDoc, a nonprofit news outlet in Oklahoma.

The state superintendent, Ryan Walters, said that the standards were not meant to “support or negate a specific outcome” and that “a well-rounded student should be able to make their own conclusions using publicly available data and details.”

In a statement, he said, “We believe in giving the next generation the ability to think for themselves rather than accepting radical positions on the election outcome as it is reported by the media.”

Mr. Walters, a former history teacher and Trump ally, has emerged as a combative culture warrior in education and national politics. His push to put Bibles in every Oklahoma classroom is being battled in court, and he was briefly floated as a candidate for U.S. secretary of education, before Mr. Trump nominated the former pro-wrestling executive Linda McMahon.

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But within his own state, Mr. Walters has clashed with members of his party, including Governor Stitt, who was once an ally. Most recently, the two went head-to-head over Mr. Walters’s plan to collect the citizenship status of public school children, which Governor Stitt vowed to fight.

Amid his feud with Mr. Walters, and after new national test scores showed Oklahoma remaining near the bottom in reading and math, Mr. Stitt last month replaced half of the state’s Board of Education. The board is made up of five governor appointees and Mr. Walters, who was elected. At least one of the new members said he had not been informed of the changes to the social studies standards, which were approved two weeks after the new members joined.

A spokeswoman for the governor, Abegail Cave, said the governor’s priority was transforming Oklahoma into “the best state for education.”

“He thinks a lot of what has happened over the past few months and past few years has been more of a distraction,” Ms. Cave said. The new social studies standards, she said, “follow the pattern of being a distraction.”

Standards for academic subject areas are rewritten every six years in Oklahoma under state law. They include lengthy outlines on what public schools are expected to teach and what students should know at different grade levels.

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For example, U.S. history students in Oklahoma learn about the civil rights movement, including key court cases, tactics such as the Montgomery bus boycott and violent responses to the movement, including the Birmingham church bombing and the assassination of the Rev. Dr. Martin Luther King Jr.

The changes centered on more recent history. In examining significant events during Mr. Trump’s first term, an earlier version of the standards had asked students to “explain the responses to and impact of the death of George Floyd, including the Black Lives Matter movement.”

In the latest version, that standard was removed.

Another change involved the origin of the Covid-19 pandemic. Students would be asked to identify the source of the pandemic as coming from a Chinese lab. That theory has long been hotly debated, but is embraced by Republicans and increasingly favored by C.I.A. officials.

The earlier version was less pointed: “Evaluate federal and private response to the Covid epidemic, as well as its lasting impact on global health and American society.”

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Mr. Walters said the various changes “give students the best opportunity to learn about history without leftist activists indoctrinating kids.”

His office did not respond to questions about why the edits were made after the period of public review.

State Representative John Waldron, a former social studies teacher who is now vice chair of the House Democratic caucus, said he would oppose the changes and accused Mr. Walters of subverting the typical process to insert his own political beliefs.

“The state superintendent campaigned to end indoctrination in our schools, but what he is doing instead with these new standards is promoting his own brand of indoctrination,” Mr. Waldron said in an interview.

The edits also made more subtle changes to a unit on “the challenges and accomplishments” of Joseph R. Biden Jr.’s administration.

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They removed bullet points on the country’s economic recovery in the aftermath of the pandemic and on a signature $1 trillion infrastructure bill.

Remaining were bullet points on the “the United States-Mexico border crisis” and Mr. Biden’s foreign policies on issues like the Russian invasion of Ukraine and the Israel-Hamas war.

Education

Video: How the Job Market Is Leaving New Graduates Behind

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Video: How the Job Market Is Leaving New Graduates Behind

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Sydney Ember, a Times business reporter, has been speaking with recent college graduates struggling to find work. She explains why starting a career in the current economy could leave lasting scars on wages and opportunities.

By Sydney Ember, Nour Idriss and Stephanie Swart

June 5, 2026

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Video: Are These Portable Fans Worth It?

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Video: Are These Portable Fans Worth It?

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Yes, we tested the new luxury personal fans from Dyson and Shark. We still think our affordable no-name favorites are better.
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June 2, 2026

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How a Recent College Graduate Lives on $18 Per Hour in the East Bronx

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How a Recent College Graduate Lives on  Per Hour in the East Bronx

How can people possibly afford to live in one of the most expensive cities on the planet? It’s a question New Yorkers hear a lot, often delivered with a mix of awe, pity and confusion.

We surveyed hundreds of New Yorkers about how they spend, splurge and save. We found that many people — rich, poor or somewhere in between — live life as a series of small calculations that add up to one big question: What makes living in New York worth it?

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Jaden Baldeon is a recent college graduate who is trying to carve a life out for himself while making sure his family has a good one, too. And at 20 years old, he is one of the newest entrants to the city’s work force who is feeling its high prices most acutely.

He lives at home with his mother and two siblings in a two-bedroom apartment in the East Bronx. He makes $18 per hour working part-time at a swimming school and makes roughly $550 biweekly, contributing about half of that each month to household expenses.

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Now that classes are over, the weather is warming and more people are heading to the pool, he plans to increase his hours to full-time, from 30 to more than 40 hours. He hopes to do so to keep his family members from feeling the worst of the cash crunch.

“As soon as I hit 18, a lot of the adult responsibilities have come into play,” he said, adding that he and his mother have had a lot of conversations about budgeting and spending.

As the son of immigrants from the Dominican Republic and El Salvador, Mr. Baldeon said he feels the pressure to succeed, especially because many of his relatives worked full-time by the time they were his age.

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He added that he feels he is “breaking barriers” by earning his associate of liberal arts degree. He received the degree in May from Seton College at the University of Mount Saint Vincent, which offers a debt-free two-year degree and provides students with financial literacy education, access to free meals and a laptop. He is considering returning to the university in the fall to continue studies for his undergraduate degree.

His college experience and home life have taught him the real value of a dollar — and helped him find new ways to save for the life he wants.

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“You don’t want to live and just be surviving. You want to have nice things,” he said. “That’s what it’s been: balancing both of those things and trying to help out here and there.”

A Tight Schedule

Maintaining a strict daily regimen has helped Mr. Baldeon budget and track his spending. For most of the final months of the spring semester, he planned out his daily schedule to determine whether he would use public transportation from his home in the Bronx to classes on campus in Riverdale, which costs roughly $6 round trip, or take his university’s free shuttle.

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On the weekends, he works part-time at the Goldfish Swim School in New Rochelle, where he earns about $18 an hour doing tech support, membership management and front desk check-ins. He commutes to work using Metro-North, which costs roughly $7.00 per round-trip ticket. (He keeps an eye out for the less expensive off-peak tickets, too.)

But even his best-laid plans come against the realities of commuting in the city.

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“Transportation is kind of a gamble,” he said, noting the occasional schedule delays and lack of available seating. “So sometimes I just have to opt for an emergency cab.”

When he returns home from classes late at night or if he works a late shift, he sometimes chooses a ride-share service and has an Uber One membership to help secure a lower price for cars, which can cost $40 or more during rush hour. If a ride home is more expensive, he uses local car service alternatives in his neighborhood that are discounted and allow cash payments.

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A Model Saver

Living at home has helped Mr. Baldeon save on housing while in college and take some of the financial strain off his mother. He said that he contributes most often to household goods and regularly uses coupons to get them at even more of a discount.

He most often buys paper goods and also helps buy groceries, which gives his family more of a financial cushion to enjoy better-quality items and opt more often for fresh produce over canned or frozen. Recently, he started buying laundry detergent in bulk from local vendors rather than directly from the store, allowing his family to save around $10 dollars and get a larger supply.

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Student discounts help, too: Mr. Baldeon recently opened a student Discover card to build credit and used the card to buy a special mop for the floors in his home. His student email address has helped him get discounts on audiobooks, music and other perks.

“I just try to save anytime I can, in all transparency,” he said.

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Saving is becoming a family affair. His younger sister, who is in middle school, landed a position with the city’s Summer Youth Employment Program, marking her first job. His younger brother, in high school, is looking for a summer job. It’s unlikely that much of their earnings will go toward the household expenses, though. Mr. Baldeon said he hopes his siblings will use their first paychecks to learn about financial responsibility and pay for things themselves over the summer — something he did when he got one of his first jobs through the program.

“It was a very good feeling to have some money of my own,” he said. “It was definitely quality of life for me, too, so that’s what I want to stress to them as well.”

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Eyes on the Future

Living at home, working more hours and delaying a return to college has helped Mr. Baldeon put money aside for what could be his biggest future expense: a car.

Four more wheels, he said, will make his commute to work much easier and give his mother and siblings more time to run errands during the week. His dream model? A Subaru WRX Impreza.

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“It could be used, older, I don’t care,” he said. “As long as it’s that one.”

Mr. Baldeon was born and raised in New York and loves it as his home. But after he moves out of his mother’s house, he said he probably won’t stay in the city much longer. He is considering going upstate to Rochester, where he has family, or a more rural place where his dollar can stretch a little further to allow him to build a home for himself.

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“I want something of my own for sure,” he said. “So I want to get out of the city.”

We are talking to New Yorkers about how they spend, splurge and save.

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