Massachusetts
How are Massachusetts schools failing Jewish students through bias? – opinion
As Massachusetts students remain stubbornly behind their pre-pandemic levels in math and reading scores according to the 2024 National Assessment of Educational Progress, the Massachusetts Teachers Association’s recent focus of attention is instructive.
The teachers’ union, also known as the MTA, pushed successfully for a ballot initiative in November that torpedoed a longtime graduation requirement that students pass the state’s MCAS exam. And in December, it released an extensive list of resources it compiled for its members on “Israel and Occupied Palestine.”
Among the so-called pedagogical aids? A poster showing dollar bills folded into a Jewish star and another featuring a keffiyeh-clad, rifle-toting fighter that proclaims, “What was taken by force can only be returned by force.”
The almost 100 resources are an overwhelmingly demonic portrayal of Israel, Zionism, and Jews, even with two links containing those posters ultimately deleted. It speaks to a broken system of oversight, emblematic of similar education issues in other parts of the US.
Jewish and non-Jewish members of the grassroots group Massachusetts Educators Against Antisemitism had tried repeatedly to have the union remove the material but were rebuffed by MTA board members’ accusations of “censorship.” For many teachers, the entire undertaking is a pernicious diversion from their core classroom struggles.
“I have 15 kids reading six years below grade level, so I don’t know why we’re talking about a country that’s 0.1% of the world population and a 10-hour plane ride away,” one told me.
It took nothing less than a Massachusetts State House hearing held by a recently formed commission on combating antisemitism for the MTA to budge after union president Max Page was grilled about the posters and other materials and after commission co-chair State Sen. John C. Velis referred to them as “a recommendation for educational malpractice.”
That a teachers’ union has the capacity to ply uninformed educators with material bereft of factual accuracy and balance is troublesome, given its powerful platform.
But it is part of a much larger problem acknowledged during that hearing and a subsequent one held last week: Curricular vetting and accountability are virtually nonexistent at the state level. It leaves schoolchildren vulnerable to ideologies subversively inserted locally, and it is not unique to Massachusetts.
Jewish students exposed to high levels of antisemitism
Jewish students “are being bullied at record levels with the positioning of Zionism as an epithet,” said Katherine Craven, chair of the Massachusetts Board of Elementary and Secondary Education, which governs the state’s education department for K-12.
And the board is hearing anecdotally that children as young as first and second grade are being exposed to antisemitic curricula. However, according to state law, its role is limited to initial teacher certification, bullying, and the state’s curriculum frameworks, which are only standards.
“If you folks at the board, [if] your job is not to provide that oversight, I view that as a really, really big problem,” Velis told her. “Am I missing something?”
“No, you are not,” Craven replied while noting its duties are not “prescriptive,” instead offering districts recommendations and guidelines.
So even as Massachusetts, with its reputation for inclusivity, ranked an astonishing fifth among states in the number of antisemitic incidents in 2023 according to the Anti-Defamation League, the state’s inability to intervene heightens the probability that kids will learn with MTA “curriculum resources,” like “Handala’s Return: A Children’s Story and Workbook.”
Antisemitic ideologies and conspiracy theories
It draws on antisemitic conspiracy theories portraying Jews as predators targeting non-Jewish children, who in this narrative are “having their homes taken by Zionist bullies… always scaring” and “arresting them,” and instructs kids to name what they will chant “at a Palestine protest.”
Nor are there “any kind of approval rights” over professional development at the board or department level, Craven said, describing it as “very locally driven.”
It was a professional-development webinar hosted by the MTA’s Anti-Racism Task Force that raised the alarm after teachers in attendance reported that Zionism was equated with settler colonialism and presentations were replete with antisemitic tropes like the claim that Zionism is a “multi-million dollar, Israeli state-funded propaganda machine.”
Registrants were surveyed about whether they feel supported by their administration “in teaching anti-Zionist narratives about Palestine.” Notably, the MTA, as a Professional Development Provider, furnished certificates of participation for the webinar, which can be used for teacher re-licensure.
Those views on Israel reflect ideologies “deeply embedded” in other MTA initiatives, according to a report by the American Jewish Committee New England.
It noted the union’s recent launch of Revolutionizing Education, a journal the MTA states is “dedicated to advancing education policy and practice in Massachusetts,” to advocate “for transformative practices that dismantle power hierarchies” and “envision education as a tool for liberation.”
It is yet another worrisome development in the union’s laser-focused mission to influence teachers.
Antisemitic and antizionist narratives embedded into curriculums
BECAUSE EDUCATION in America is consigned to “very local control,” ultimately, most classroom resources are designed and developed by teachers with the autonomy to introduce problematic material into the curriculum with little to no oversight, said David Smokler, a former public school teacher and administrator and now the executive director of the K-12 Fairness Center at StandWithUs. When teachers are stretched, they often turn to educational websites that are entirely unvetted.
“It’s a minefield out there in terms of resources,” even if teachers are acting in good faith, said Smokler. The market for such classroom resources is huge, often with little scrutiny over who is funding them.
What’s more, ethnic studies and its more radical relative, liberated ethnic studies, are penetrating teachers’ lessons and professional development in many US districts with scarce oversight of material. With themes of oppression, colonialism, and resistance, ethnic studies educators describe the discipline as “not just curriculum” but a “movement” for “action” to effect “social change.”
But oftentimes, blatantly antisemitic and anti-Zionist narratives are found within these studies, particularly in the liberated model, a link to which is listed among the MTA resources.
Such issues are multiplying throughout the US.“We’re seeing many of our teachers and schools indoctrinating students with materials designed specifically to tailor to left-leaning people so that a lot of the indoctrination can be done invisibly,” Smokler told me.
“It’s designed to attract people who care about social justice. But it’s not just about antisemitism. It’s about liberal Western values in general. Some of the same teachers who are teaching that Israel is a genocidal apartheid state say the same about America. There’s illiberal indoctrination going on now that is pretty shocking.”
A course correction is necessary to protect our children. Massachusetts lawmakers should give their education arm broader mandates to enact meaningful oversight paired with accountability. Ditto for other states grappling with such challenges. Parents, teachers, and taxpayers must regain trust that public education isn’t eroding into a mere platform for indoctrination.
How this legacy is cemented will ripple through future generations of kids as they launch from classrooms to leadership positions, with global consequences.
The writer is an award-winning reporter and the recipient of a journalism fellowship that supported her graduate education at the Harvard Kennedy School. She is a former writer for The Boston Globe, reported for the Associated Press and is published in the Wall Street Journal and the National Review.

Massachusetts
‘A bloodbath’: New wave of cuts to NIH research grants hit Mass. hard – The Boston Globe

Charlton no longer had money to pay her staff or any of her researchers. On Monday afternoon, she called and fired the center’s executive director — who just months earlier had uprooted her family and relocated from Los Angeles.
“It breaks my heart to see years of work wiped off the map,” said Charlton, associate professor and founding director of the LGBTQ Health Center of Excellence at the Harvard T.H. Chan School of Public Health. “I’m not sure we will ever recover.”
In what has become a weekly ritual, the NIH on Friday afternoon abruptly terminated tens of millions of health research grants in New England and around the country. The latest round of cuts strikes deep at the heart of the medical research infrastructure in Greater Boston, imperiling years of research into disease prevention and health disparities among traditionally underserved populations, according to a half-dozen health researchers whose funding was cut Friday.
Among those hardest hit is the research arm of Fenway Health, which for five decades has pioneered infectious disease research in the gay and lesbian community. On Friday, the NIH terminated five of its research grants. These included multi-year studies into prevention and treatment of HIV for adolescents and the effects of social isolation among older LGBTQ people. Including Friday’s cuts, the Fenway Institute has seen a dozen of its 27 NIH grants terminated since Trump took office — amounting to $1.8 million in lost funding.
“It’s being called a bloodbath,” said Dr. Kenneth Mayer, medical research director at Fenway Health. “The government is essentially saying that, only certain people with certain characteristics matter… and the less you know the better.”
An NIH spokesperson did not respond to questions about the scale and legality of the NIH cuts, instead sharing a link to an agency website and a list of terminated grants. The list shows that more than 300 NIH research grants — with anticipated funding of nearly $200 million — were cancelled between Feb. 20 and last Thursday, March 20th. The cancellations from last Friday are not included in the latest tally.
The cuts are part of the Trump administration’s crackdown on research focused on gender and diversity issues, and appear to violate federal court orders blocking the NIH cuts.
Two legal experts who reviewed NIH termination letters shared with the Globe said they violate federal administrative process law, which prohibits “arbitrary and capricious” policy changes. The mass cancellations also violate contract law because the NIH is imposing conditions on research projects that did not exist at the time the grants were awarded, the legal experts said.
“These terminations are illegal,” said David Super, a constitutional law expert at Georgetown Law, who reviewed the termination letters at the Globe’s request. “NIH has no authority to cancel these contracts without individualized assessments, and doing so violates court orders against blanket cutoffs of legally obligated federal funding.”
The financial impact of the grant cuts has rippled through universities, hospitals and other research institutions in Massachusetts, which is the largest recipient of NIH grant funding per capita. Already, academic scientists are warning of a massive brain drain, as graduate students and post doctoral researchers rethink their futures and consider whether to abandon medical research entirely.
More than a dozen universities, including Harvard, MIT, Brown, and the University of Pennsylvania, have frozen hiring, and the University of Massachusetts’ medical school has rescinded dozens of admissions offers to Ph.D. candidates.
“This could destroy a generation of scientists,” said Dr. Bruce Fischl, a professor of radiology at Harvard Medical School. “A lot of young people see the potential dismantling of medical research and they don’t want to stick around for it.”
Julia Marcus, an infectious disease epidemiologist and associate professor of population medicine at Harvard Medical School, said she burst into tears after the NIH abruptly terminated three of her research grants late last week. Among them was a $2.5 million grant that funded a five-year study exploring the implementation of a long-acting, injectable drug that has been shown to be highly effective at preventing HIV.
Now, she is scrambling to find money to issue paychecks to her research team.
“It’s peak inefficiency,” Marcus said of the cuts. “We poured so much time and effort into this study and then to have it terminated, on the verge of a payoff is, well, I’m running out of words.”
Nearly all biomedical researchers in academia rely to some extent on support from the NIH. Laboratories are run like small businesses, with scientists constantly applying for grants to pay for salaries, supplies and computers. Preparing a grant proposal for the NIH is a monthslong process, with many grant applications running more than 100 pages long, say university researchers.
Some researchers said they were hopeful the NIH cuts that began in earnest last month would slow, or even stop, after the courts intervened. A federal judge in Maryland twice over the past six weeks blocked the administration from terminating funding, saying in his most recent decision that the cuts “punish, or threaten to punish, individuals and institutions based on the content of their speech, and in doing so they specifically target viewpoints the government seems to disfavor.”
But the NIH continues to send out large batches of termination notices, which often arrive in researchers’ email inboxes on Friday afternoons. Many share nearly identical phrasing, including, “This award no longer effectuates agency priorities.”
“Research programs based primarily on artificial and non-scientific categories, including amorphous equity objectives, are antithetical to the scientific inquiry… and ultimately do not enhance health, lengthen life, or reduce illness,” one of the form letters says.
Ariel Beccia, an instructor at the LGBTQ center at the Harvard T.H. Chan School of Public Health, has spent the past two years studying how the COVID-19 pandemic caused health disparities to widen among LGBTQ people; and had entered the most important phase of the study exploring the factors causing the diverse outcomes. A grant from the NIH funded her data analysis work as well as her salary.
Like many of her peers, Beccia has been anxious about losing her grant money since February when Trump issued a series of directives aimed at rooting out “gender ideology.”
Then last Friday afternoon, Beccia was anxiously rebooting her email when a termination letter appeared in her inbox at 4:30 p.m. In a moment, she learned that her sole source of income, including the money she needs to buy groceries and pay rent on her Cambridge apartment, had vanished. Like many of her peers, Beccia is now scrambling to raise money from private funding sources — but the grants are smaller than those awarded by the NIH and the competition is fierce.
In her case, the NIH form letter said diversity, equity and inclusion studies “are often used to support unlawful discrimination” and harm the health of Americans. “It’s disgusting and wildly incorrect,” Beccia said of the letter. “Everyone has a gender identity. So research related to gender is critically important to improving health.”
On Tuesday afternoon, Charlton held a Zoom call to deliver the grim news about the NIH cuts to a dozen members of her research team. They were already reeling from an earlier round of notifications that had terminated a five-year, $4 million study to explore how discriminatory laws, such as so-called “Don’t Say Gay” bills, impact mental health among LGBTQ adolescents and how the laws can potentially lead to suicide. Charlton’s team had interviews lined up with more than 100 adolescents across the country when the termination note arrived.
On the call, Charlton became emotional as she explained that she no longer had the money to pay them but was aggressively seeking private donations to fill the gap.
“I am feeling really hopeful that we’ll figure this out,” she said. “But I also believe it’s going to get a lot worse before it gets better.”
Chris Serres can be reached at chris.serres@globe.com. Follow him @ChrisSerres.
Massachusetts
Massachusetts DESE officials report ‘mixed’ results in Boston schools, as state oversight plan ends

As the three-year deal between BPS and state education officials to avoid a receivership comes to an end, the education commissioner said Tuesday the Boston district has made good “effort” — even if it isn’t meeting all the deal’s requirements.
Acting Education Commissioner Russell Johnston at a state education board meeting Tuesday provided a recap of what has resulted from the work related to the Systemic Improvement Plan.
“The word that I’ve used repeatedly is mixed,” he said. “We’ve seen mixed results, but definitely much effort, really concerted effort on behalf of the district, the School Committee and the mayor in order to meet the requirements that are in the SIP.”
The district and DESE signed the Systemic Improvement Plan (SIP) in order to narrowly avoid a state receivership of the struggling district in June 2022. The deal, which builds off a former 2020 agreement between BPS and DESE, outlines benchmarks related to transportation, attendance, special education and other subjects the district was required to meet over the three-year period.
The SIP is set to expire in June 2025.
Johnston spoke positively about the district’s progress, indicating BPS remains on track to avoid a state receivership. The commissioner noted that DESE will maintain “continual oversight” even after the deal ends.
“There’ll be areas that we will continue, obviously, to work with the district on,” said Johnston. “But what I’m particularly pleased about is the development I’ve also seen in the School Committee within BPS to provide the kind of oversight, the accountability that is required to continue these improvements beyond the life of the SIP.”
Statements from BPS and city leadership applauded the commissioner’s report, noting BPS’s “strides in the right direction.”
“Over the three years, we have made notable progress in addressing systemic barriers and have enhanced our operational capacity, maintaining a laser focus on transportation,” said BPS Superintendent Mary Skipper, noting critical work still to do in areas like the rollout of the Inclusion Education Plan, operational systems and raising the bar academically.
Johnston highlighted several areas of improvement, including the release of the long-term facilities plan and enrollment data, student safety planning, supports for multilingual learners and students with disabilities, and staffing and covering bus routes.
Board members pushed on bus transportation timeliness, which has been one of the most high-profile issues plaguing the district. BPS was required to meet 95% on-time bus performance in the SIP, which Johnston called a “particularly high bar.”
“They have not fully reached it, but we do see that by and large there is just steady improvement in this area, which is what we really need to see,” Johnston said.
Skipper said bus on-time performance averaged 94% for the month of March and route work through new GPS tracking is ongoing.
“I think a three year learning curve with something that impacts attendance, something impacts student safety, something that is a daily operational matter, that ultimately has to be successfully tackled is way too slow,” said Board member Michael Moriarty. “I think that is a failure ultimately.”
Moriarty added that the state’s current tools of interventions and accountability of school districts are “not working,” and called on the Legislature to adjust processes like these.
DESE’s update on the SIP comes weeks after the watchdog organization Boston Policy Institute released a report saying the state intervention in BPS has failed to aid academic outcomes.
“There are elements of what Boston is dealing with which may be intractably sort of set up in a way that or beyond any one person, any one school committee, any one superintendent’s control to fix,” said Board Chair Katherine Craven. “So I think we as a board should just remain open to any constructive potential future engagement with the Boston Public Schools.”
Originally Published:
Massachusetts
Massachusetts organization helps people with disabilities live more independently

Watch CBS News
Be the first to know
Get browser notifications for breaking news, live events, and exclusive reporting.
-
News1 week ago
Vance to Lead G.O.P. Fund-Raising, an Apparent First for a Vice President
-
News1 week ago
Trump Administration Ends Tracking of Kidnapped Ukrainian Children in Russia
-
Business1 week ago
Egg Prices Have Dropped, Though You May Not Have Noticed
-
Technology1 week ago
The head of a Biden program that could help rural broadband has left
-
Technology1 week ago
Dude Perfect and Mark Rober may be the next YouTubers to get big streaming deals
-
World1 week ago
Commission warns Alphabet and Apple they're breaking EU digital rules
-
News7 days ago
Trump’s Ending of Hunter Biden’s Security Detail Raises Questions About Who Gets Protection
-
News1 week ago
U.S. to Withdraw From Group Investigating Responsibility for Ukraine Invasion