Howard Zinn’s blog

December 20, 2007

Did you know infamous historian with a view to the left, Howard Zinn, has a blog?

Howard Zinn, photo:  City Lights Books

And you didn’t tell me?

Actually, it’s more of a website. Many teachers use some of Zinn’s writings, and your library really should include a copy of Zinn’s A People’s History of the United States. Note the on-line collection of essays from The Progressive and ZNet. Links go to audio and video of Zinn lectures and debates, and this series of dramatic readings from A People’s History featuring James Earl Jones, Alfre Woodard, Marisa Tomei and other stars. Students will find his site entertaining.

And notice, revealed in the note about a movie coming from the book, there is a connection between Zinn and Matt Damon. Any mnemonic device will do in a rising tide . . .


Creationism degree programs suffer from lack of resources, and lack of legal standing

December 19, 2007

Texas’s creationism controversy continues, today with new articles in The San Antonio Express and The New York Times.

Melissa Ludwig’s article in the San Antonio paper gets right to the problem, that the Institute for Creation Research proposes to train educators to do what the law says they cannot do:

Science teachers are not allowed to teach creationism alongside evolution in Texas public schools, the courts have ruled. But that’s exactly what the Dallas-based Institute for Creation Research wants them to do. The institute is seeking state approval to grant online master’s degrees in science education to prepare teachers to “understand the universe within the integrating framework of Biblical creationism,” according to the school’s mission statement.

Last week, an advisory council made up of university educators voted to recommend the program for approval by the Texas Higher Education Coordinating Board in January, sparking an outcry among science advocates who have fended off repeated attempts by religious groups to insert creationism into Texas science classrooms.

“It’s just the latest trick,” said James Bower, a neurobiologist at the University of Texas at San Antonio who has publicly debated creationists. “They have no interest in teaching science. They are hostile to science and fundamentally have a religious objective.”

The 43-page site visit report by the Texas Higher Education Coordinating Board (THECB) is available for download in .pdf form at the San Antonio Express site (and thanks to the Express for making this available!). This report provides details that regulators should check carefully, such as the library for ICR is in California and unavailable to students. Up-to-date science articles are unavailable to these graduate students, it appears from the report. In science, journal articles provide the most recent research, and often the most interesting work. Graduate students would be expected to rely heavily on such sources for much of their work.

In the Times, the focus is on just getting the facts out. Perhaps understandably, some officials did not want to talk to the Times:

The state’s commissioner of higher education, Raymund A. Paredes, said late Monday that he was aware of the institute’s opposition to evolution but was withholding judgment until the Texas Higher Education Coordinating Board meets Jan. 24 to rule on the recommendation, made last Friday, by the board’s certification advisory council.

Henry Morris III, the chief executive of the Institute for Creation Research, said Tuesday that the proposed curriculum, taught in California, used faculty and textbooks “from all the top schools” along with, he said, the “value added” of challenges to standard teachings of evolution.

“Where the difference is, we provide both sides of the story,” Mr. Morris said. On its Web site, the institute declares, “All things in the universe were created and made by God in the six literal days of the creation week” and says it “equips believers with evidences of the Bible’s accuracy and authority through scientific research, educational programs, and media presentations, all conducted within a thoroughly biblical framework.”

Notable is the absence of consultation with the science community in Texas. Texas officials avoid meeting with scientists, as if they know what the scientists will tell them about programs to offer creationism.

The report to the THECB includes a section on legal compliance. ICR has required building occupancy permits and no obvious OSHA citations, the report says.

The legality of teaching creationism gets no mention. It’s not legal, of course. Generally, a program to train people must not train them to violate a state’s laws, or federal laws. If no one asks that question, the answer that it’s not legal won’t get made.


Carnival of Education #150

December 19, 2007

Working to be a better reminder: The 150th Carnival of Education comes to you from the Education Wonks, the organizers of the entire enterprise. 150 editions? We can call it an internet institution now, can’t we?

Self interest forces me to be more timely with this notice — a post from this blog is featured, a post on the astounding proposal to award degrees in creationism to educators in Texas.

But that’s one of the lesser reasons you should check it out. Education bloggers give insights on how to improve your classroom that you cannot get anywhere else in such timely fashion, nor so ready to cut and paste into your lesson plans.

Why read it?

That’s a small sampling. The Education Carnival is, week in and week out, one of the more valuable digests of blogs on the web. Teachers — and students and parents — are lucky to have it.

(By the way, is the Carnival of Education blocked from your school’s access? What’s up with that?)

Samangan School, Afghanistan, 6-8-2007 - USAID photo

Students in Samangan School, Afghanistan, June 8, 2007; USAID photo.


More carnival: “Educational technology” is not oxymoronic

December 18, 2007

Here’s a new blog carnival you may find useful: The Educational Technology Carnival. The 6th running of that particular midway is posted at Global Citizenship in a Virtual World.

Which rather reminds me that I’ve added to my list of things I want in a technological adapted classroom: Movie lighting. I’ve lost count of the number of times I’ve been in a different classroom, and discovered that when the projector goes on, the lights must come down in order to see the image — and then discovered that when the lights go down, there’s not enough light to see to take notes, or to see for anything else.

I was filling in for a teacher who uses a lot of video (“Great!” I thought). Students picked up on the problem right away. “Another sleep lab today?” they asked.

But I digress.

I have fought in four districts to get filters off on sites that discuss evolution for biology students. In one district, it was easier to put filters on the creationism sites, IT told me, than get the filters off the sites that discussed the material the students needed. I discovered my own district now blocks this blog, which makes it difficult to refer students to specific material, at least from school. (Time to change districts?) So the discussion on who filters, and why, caught my eye. I’m not sure there is a good result.

This edition of the carnival also points to Rebecca Wallace-Segall’s Wall Street Journal opposite-editorial page piece on student competition in intellectual areas, a hot topic for me right now as I contemplate the Federal Reserve Board’s competition for economics students, the Fed Challenge.

So as you ponder why your school doesn’t give you lighting to view your projected material, why you don’t have adequate audio reproduction, where are you going to get a projector to show the PowerPoint presentation during 4th block, why can’t anyone make a non-boring, really dynamic PowerPoint, and whether your computer lab kids are downloading racy music videos to spike your bandwidth clogging problems, think that on your lunch hour you can take a look at blog carnival that at least empathizes — if it’s not blocked in your school.


Religion as science in Texas: Graduate degrees in creationism?

December 14, 2007

The venerable missionary group known as the Institute for Creation Research (ICR) moved its headquarters from California to Dallas a few months ago. Anyone who follows science education in America is familiar with this group, who deny that the Earth can be more than a few thousands of years old, who argue that geology, astronomy, chemistry and biology are all based on faulty premises.

Dallas is a good location for a missionary agency that flies to churches around the U.S. to make pitches for money and preach the gospel of their cult. DFW Airport provides same-day flights to most of the U.S. Airlines are glad to have their business.

Years ago ICR tried to get approval from the State of California to grant graduate degrees in science, because their brand of creationism is not taught in any research university, or any other institution with an ethics code that strives for good information and well-educated graduates. ICR got permission only after setting up their own accrediting organization which winks, blinks and turns a blind eye to what actually goes on in science courses taught there. It is unclear if anyone has kept count, but there appear to be a few people with advanced degrees in science from this group, perhaps teaching in the public schools, or in charter schools, or in odd parochial settings.

With a new home in Texas, ICR needs permission of Texas authorities to grant graduate degrees. Texas Observer reported that the Texas Higher Education Coordinating Board put off consideration of the issue until their meeting of January 24 (no action was planned for this meeting, so failure to grant this authority to ICR should not be taken as any sign that the board is opposed to granting it).

Humor aside, this is a major assault on the integrity of education in Texas. For example, here is a statement on college quality from the Higher Education Coordinating Board; do you think ICR’s program contributes in any way, or detracts from these goals?

Enrolling and graduating hundreds of thousands more students is a step in the right direction. But getting a degree in a poor quality program will not give people the competitive edge they need in today’s world economy. Academic rigor and excellence are essential – both at the undergraduate and graduate levels. We also need to attract and support more research in the state for the academic and economic benefits it provides.

Check out the Texas Observer‘s longer post on the issue, and since comments are not enabled there, how about stating here your views on the issue? Comment away.

Tip of the old scrub brush to Texas Citizens for Science.

No, this is not a joke.  Here is the agenda for the meeting this week, in .pdf form.


Carnival!

December 13, 2007

Oh, boy, are we behind.

Here’s the latest Carnival of Education, at the Colossus of Rhodey. Considering the angst in Texas over science standards, and the recent angst in Utah over vouchers, and the national angst over science and math performance, it’s really a rather tame bunch of posts. Great stuff, though, in about every other one.

The 59th History Carnival was put up on December 2 at Westminster Wisdom. We’ve already missed a third of the month we had to read it! In the vein of “how do we know what we know,” the carnival points to Judith Weingarten’s musings/essay/research on the connection (if there is one) between the words “tiger” and “Tigris.” No, not “tigress.” See? You’re hooked on history already. And what can we do with “The Further adventures of Ben Franklin’s ghost?” (Ghost — hell’s bells! — son James was born on Ben Franklin’s birthday; that’s gotta be an omen of good, right?)

We need to get in the carnival mood . . .


Texas officials plan to fight evolution in science standards

December 13, 2007

Texas political conservatives stand exposed in their plans to gut biology standards to get evolution out of the curriculum after the Dallas Morning News detailed their plans in a front-page news story today.

LEANDER, Texas – Science instruction is about to be dissected in Texas.

You don’t need a Ph.D. in biology to know that things rarely survive dissection.

The resignation of the state’s science curriculum director last month has signaled the beginning of what is shaping up to be a contentious and politically charged revision of the science curriculum, set to begin in earnest in January.

Intelligent design advocates and other creationists are being up front with their plans to teach educationally-suspect and scientifically wrong material as “strengths and weaknesses” of evolution. Of course, they also plan to fail to teach the strengths of evolution theory.

“Emphatically, we are not trying to ‘take evolution out of the schools,’ ” said Mark Ramsey of Texans for Better Science Education, which wants schools to teach about weaknesses in evolution. “All good educators know that when students are taught both sides of an issue such as biologic evolution, they understand each side better. What are the Darwinists afraid of?”

Texans for Better Science is a political group set up in 2003 to advocate putting intelligent design into biology textbooks for religious reasons. It is an astro-turf organization running off of donations from religious fundamentalists. (Note their website is “strengthsandweaknesses” and notice they feature every false and disproven claim IDists have made in the last 20 years — while noting no strength of evolution theory; fairness is not the goal of these people, nor is accuracy, nor scientific literacy).

Scientists appear to be taking their gloves off in this fight. For two decades scientists have essentially stayed out of the frays in education agencies, figuring with some good reason that good sense would eventually prevail. With the global challenges to the eminence of American science, however, and with a lack of qualified graduate students from the U.S.A., this silliness in public school curricula is damaging the core of American science and competitiveness.

Can scientists develop a voice greater than the political and public relations machines of creationists.

As Bette Davis said on stage and screen: Fasten your seat belts. It’s going to be a bumpy ride.

Also see:


Founders online, great interactive site

December 12, 2007

Our friends and benefactors at the Bill of Rights Institute put up a great branch of their site, Founders Online. A grant from the Shelby Cullom Davis Foundation made the project possible.

Bill of Rights Institute logo

Check it out:

John Adams | Samuel Adams | Alexander Hamilton | Patrick Henry
Thomas Jefferson | James Madison | GeorgeMason | Gouverneur Morris
James Otis | Thomas Paine | George Washington | John Witherspoon

This page should be a first stop for your students doing biographies on any of these people, and it should be a test review feature for your classes that they can do on the internet at home, or in class if you’re lucky enough to have access in your classroom.

Good on-line sources are still too rare. This is stuff you can trust to be accurate and appropriate for your students. Send a note of thanks to the Bill of Rights Institute, and send your students to the site.

Just in time for Bill of Rights Day, December 15 . . .


Let the candidates debate science!

December 12, 2007

Oh, yeah, good debates are hard to come by.

Still, wouldn’t you like to see the final presidential candidates debate science issues seriously?

Science Debate 2008 logo

Lawrence Krauss got through the muddle at the generally science-averse Wall Street Journal to make the case.

The day before the most recent Democratic presidential debate, the media reported a new study demonstrating that U.S. middle-school students, even in poorly performing states, do better on math and science tests than many of their peers in Europe. The bad news is that students in Asian countries, who are likely to be our chief economic competitors in the 21st century, significantly outperform all U.S. students, even those in the highest-achieving states.

While these figures were not raised in recent Democratic or Republican debates, they reflect a major challenge for the next president: the need to guide both the public and Congress to address the problems that have produced this “science gap,” as well as the serious consequences that may result from it.

♦ ♦ ♦ ♦ ♦

Almost all of the major challenges we will face as a nation in this new century, from the environment, national security and economic competitiveness to energy strategies, have a scientific or technological basis. Can a president who is not comfortable thinking about science hope to lead instead of follow? Earlier Republican debates underscored this problem. In May, when candidates were asked if they believed in the theory of evolution, three candidates said no. In the next debate Mike Huckabee explained that he was running for president of the U.S., not writing the curriculum for an eighth-grade science book, and therefore the issue was unimportant.

Apparently many Americans agreed with him, according to polls taken shortly after the debate. But lack of interest in the scientific literacy of our next president does not mean that the issue is irrelevant. Popular ambivalence may rather reflect the fact that most Americans are scientifically illiterate. A 2006 National Science Foundation survey found that 25% of Americans did not know the earth goes around the sun.

Our president will thus have to act in part as an “educator in chief” as well as commander in chief. Someone who is not scientifically literate will find it difficult to fill this role.

Chris Mooney makes the case in Seed Magazine.

Science is too important, too big a player in too many issues, to not have a major focus of its own in the final debates. Failing to have such a discussion is tantamount to failing to ask whether the candidates are capitalist or communist in economic policy (as if such a question could be unanswered by a wealth of other campaign material).

Science Debate 2008 argues for a science debate, lists supporters of the idea (it’s an impressive list, really), and offers advice on how you can help the campaign for science discussion at the presidential level. You can track the issue at the Intersection, or at Bora’s place, A Blog Around the Clock.

If nothing else, a science debate might make it clear to the candidates that we need to revive the Office of Technology Assessment, in addition to making the candidates aware that the president needs to have a strong, independent science advisor to whom the president actually pays attention.

Science literacy is to important to leave it up to chance, or partisans alone — in the case of our kids in school, and in the case of the person we elect president.


Michael A. Field

December 11, 2007

Students and faculty at Devry University in Irving, Texas, and a few hundred others who knew him, lost a great friend when Michael Field died the day after Thanksgiving.

His memorial service last Saturday at Arlington’s Unity Church was filled with warmth and laughter as a dozen people remembered Michael’s verve and the joy with which he pursued knowledge, beneficial change, and good social interaction.

In my experience, psychologists come in three varieties: Crazy, eccentric, and real solid people. Michael was a pillar for a lot of people, able to be so solid because he enjoyed the crazy and eccentric, but was not controlled by it. I think the man never met a book or problem he didn’t relish in some way. No fewer than five people testified that Michael was, as a member of some group they nominally led, the guy who sparked great action. That was my experience, too.

It’s been nearly a decade since he left the board of a charitable institution we both served. I was lamenting that we had no one else like him when I learned of his death. Literally dozens of students at Devry told me how Dr. Field pushed them to be better and happier, when I taught there as an adjunct.

Listening at his service Saturday I was inspired again to climb back into the fray. The band of brothers is reduced — several bands, actually — but there is so much to do.

What have you done today to make the entire world better? Michael’s gone. We all have to work harder.

Smile while you do it, and enjoy the work.

Brief obituary below the fold. Read the rest of this entry »


The best way to study for a test

December 7, 2007

Cognitive Daily dances through the research with alacrity, pointing to some research-approved methods for studying to do well on tests.

The best way? Greta and Dave Munger, the authors at Cognitive Daily, show the results that say students should study, take a month off, then study again. Cramming the night before has extremely limited benefits.

Can you apply that in class? Will your students listen to you?

The No Child Left Behind Act makes rumblings about using only research-proven methods in the classroom. If anyone ever enforces that clause, this post at Cognitive Daily better be your most visited site on the web. (They have other links, too. See “The Science of Cramming.”)

And, maybe we ought to stay up on the issue — the Mungers posted that information way back in August . . .


Jefferson DeBlanc, teacher, Medal of Honor winner

November 28, 2007

Jefferson DeBlanc, Sr, at the WWII Memorial - Medal of Honor Winner

You can just see the kid trying to get the goat of the physics teacher:“Hey, Teach! What do you think 5Gs feel like when one of those fighter pilots pulls a real tight turn?”

And you can see the teacher at the chalkboard scribbling a formula the kid doesn’t want to know, and a smile creeping over his face.

“It’s nothing like hitting the shark-infested Pacific — salt water, and you’re wounded — and then being traded for a ten-pound sack of rice! That’ll get your gut more.”

And don’t you wonder, did the kids ever think to ask him his view of the campaign against the Japanese in the Solomon Islands, for help on their U.S. history exams? Did they ever think he might have some knowledge to share?

Jefferson DeBlanc would have shared wisdom certainly, though it’s uncertain he would have shared his war experiences as a fighter pilot. He died last Thursday in St. Martinville, Louisiana. He was 86. DeBlanc was the last surviving Medal of Honor winner from World War II in Louisiana. Col. Jefferson DeBlanc, Sr.

What a story!

The incident that earned Jefferson the nation’s highest military honor took place Jan. 31, 1943, during operations against Japanese forces off Kolombangara Island in the Solomon Islands.

A Japanese fleet was spotted headed toward Guadalcanal. U.S. dive bombers were sent to attack the fleet, with fighter aircraft deployed to protect the bombers. In a one-man Grumman Wildcat fighter, DeBlanc led a section of six planes in Marine Fighting Squadron 112, according to the citation that accompanied his Medal of Honor.

At the rendezvous point, DeBlanc discovered that his plane, which was dubbed “The Impatient Virgin,” was running out of fuel. If DeBlanc battled the Japanese Zero fighter planes, he would not have enough fuel to return to base. Two of his comrades, whose planes malfunctioned, turned back, according to a 1999 article in the New Orleans Times-Picayune.

“We needed all the guns we could get up there to escort those bombers,” DeBlanc said in the Times-Picayune article. “I figured if I run out of gas, I run out of gas. I figured I could survive a bailout. I had confidence in my will to survive. You’ve got to live with your conscience. And my conscience told me to go ahead.”

DeBlanc and the other pilots waged fierce combat until, “picking up a call for assistance from the dive bombers, under attack by enemy float planes at 1,000 feet, he broke off his engagement with the Zeros, plunged into the formation of float planes and disrupted the savage attack, enabling our dive bombers and torpedo planes to complete their runs on the Japanese surface disposition and withdraw without further incident,” the citation says.

Ultimately, DeBlanc shot down two float planes and three of the fighters. But a bullet ripped through DeBlanc’s plane and hit his instrument panel, causing it to erupt into flames. DeBlanc “was forced to bail out at a perilously low altitude,” according to the citation.

“The guy who shot me down, he saw me bail out,” DeBlanc said in a 2001 article in the State-Times/Morning Advocate of Baton Rouge, La.. “He knew I was alive. I knew they (the Japanese) were looking for me. But I’m not a pessimist. I knew I could survive. I was raised in the swamps.”

A Louisiana kid raised in the swamps, a Tuba City, Arizona, kid raised in a hogan on a reservation, a kid from Fredericksburg, Texas, a kid from Abilene, Kansas, another kid from Columbus, Ohio, a West Point graduate with a corn-cob pipe — the reality of the people who fought the war looks like a hammy line-up for one of the post-war movies about them. Maybe, in this case, there was good reason for the stereotypes.

After his plane was shot down in 1943, DeBlanc swam to an island and slept in a hut until he was discovered by islanders and placed in a bamboo cage. The man who gave a sack of rice for him was Ati, an islander whom DeBlanc later called a guardian angel, responsible for orchestrating his rescue by a U.S. Navy boat.

DeBlanc served a second tour of overseas service in Marine Fighting Squadron 22 in the Marshall Islands. By the end of his service, he had shot down nine enemy planes.

On Dec. 6, 1946, President Truman awarded DeBlanc the Medal of Honor. His other honors include the Distinguished Flying Cross, several awards of the Bronze Star and the Purple Heart. In 1972, after serving six years as commander at Belle Chasse Naval Air Station, DeBlanc retired from the Marine Corps Reserve.

Then, as if to make the model for Tom Brokaw’s later book, DeBlanc went back home to mostly-rural Louisiana, and made the world a much better place.

At home, DeBlanc earned two masters’ degrees in education from Louisiana State University in 1951 and 1963, and a doctorate in education from McNeese State University in 1973. For years, he taught in St. Martin parish and supervised teachers.

Just a normal guy to his kids, neighbors and students:

Despite the illustrious awards, [daughter] Romero [DeBlanc] remembers a loving father first and dedicated educator second.

“I was very close to my father,” she said. “I could always talk to him. He taught me to drive. He taught school. He was very friendly with his students. He would come into the classroom and say, ‘I lost the test.’ Then he would look around and find it in the trash can. Of course he placed it in the trash can. He had a great sense of humor.”

Surely DeBlanc’s passing should have been worthy of note on national television news programs, and in the larger national print media. There was a note on the obituary page of the Dallas Morning News, and the Los Angeles Times obituary cited above. But DeBlanc has not yet gotten the recognition he probably deserved. A young cornerback for the Washington Redskins also died over the weekend.

No room for heroes in the news?

Resources for Teachers:

Read the rest of this entry »


Grateful for heroes

November 22, 2007

As her physician I would have told her to stay down. As her parent, I don’t know what I would have done. As a bystander, after the fact, I can only admire the courage of this high school cross-country runner (from Fox News in Cleveland):

Claire [Markwardt] made it within forty feet of the finish line when her leg broke. She tried to get up, but it broke again.

“I knew I really couldn’t stay there and I didn’t wanna let my team down and I had gone that far, so there wasn’t really a point in laying there.” she said.

Amazingly, with a leg broken in several places, Claire crawled the rest of the way across the finish line. “It was my last race of my senior year and I didn’t know how my team was doing in the race, but I wanted us to be as high as we could.” she said.

Good write up about it at Education and Technology alerted me to the story. Surprisingly to me, Ray Ebersole writes:

When I was in my 20’s I was reading the print copy of SI, it was the only copy back then, when I read about a female high school track runner who broke her leg 100 yards from the finish of her race. She was the anchor for the 4×400 relay in a state meet and was leading by a lot when she broke her leg. Not wanting to let her teammates down she crawled to the finish line.

That high school girl inspired me to do a lot of things. She showed me what loyalty, courage and guts were all about. I never thought I would see anything like it again in my lifetime, but I see it everyday in the news.

Go see the examples he offers.

And be openly grateful we have such people among us.


Practice, even with failure, more important than talent

November 20, 2007

Every teacher needs to get familiar with the work of Carol Dweck. She’s a Stanford psychologist who is advising the Blackburn Rovers from England’s Premier League, on how to win, and how to develop winning ways.

Your students need you to have this stuff.

A 60-year-old academic psychologist might seem an unlikely sports motivation guru. But Dweck’s expertise—and her recent book, Mindset: The New Psychology of Success—bear directly on the sort of problem facing the Rovers. Through more than three decades of systematic research, she has been figuring out answers to why some people achieve their potential while equally talented others don’t—why some become Muhammad Ali and others Mike Tyson. The key, she found, isn’t ability; it’s whether you look at ability as something inherent that needs to be demonstrated or as something that can be developed.

What’s more, Dweck has shown that people can learn to adopt the latter belief and make dramatic strides in performance. These days, she’s sought out wherever motivation and achievement matter, from education and parenting to business management and personal development. [emphasis added]

I can’t do justice to Dweck’s work. See this story in Stanford Magazine.

See a significant update on this article, in October 2012, here.

 


School district sues parent over blog posts

November 18, 2007

You know, the obnoxious parent who stands up at every school board meeting, making the same boring point week after week, month after month, finally slipping into accusations about the ethical behavior of the board members and administrators who do not jump to the parent’s wishes — yeah, that one.

She’s a thorn in the side of any district governing board, but often enough correct about new policies, and sometimes in exposing wrongdoing, that most boards tolerate the barbs and try to fix the problems legitimately pointed out.

But what if the parent “thorn” has a blog?

The drama unfolded in Galveston; as of right now, it looks as though the district will back down from its threat after the blogger held fast; surely this will not be the last of such stories we see.

The school district in Galveston, Texas, threatened to sue a parent for views expressed on her blog. It alleged libel. Slashdot had one of the earliest rundowns, including the fatal flaw in the district’s complaint and how it tried to deal with it:

“A Texas School District is threatening to sue a parent over what it terms ‘libelous material’ or other ‘legally offensive’ postings on her web site and are demanding their removal. Web site owner Sandra Tetley says they’re just opinions. The legal firm sending the demand cited 16 items, half posted by Tetley, the rest by anonymous commentators to her blog. The alleged libelous postings ‘accuse Superintendent Lynne Cleveland, trustees and administrators of lying, manipulation, falsifying budget numbers, using their positions for “personal gain,” violating the Open Meetings Act and spying on employees, among other things.’ The problem for the district is that previous courts have ruled that governments can’t sue for libel. So now, in a follow-up story, the lawyers say the firm ‘would file a suit on behalf of administrators in their official capacities and individual board members. The suit, however, would be funded from the district’s budget.’ So far, Tetley hasn’t backed down, although she said she’ll ‘consult with her attorneys before deciding what, if anything, to delete.'”

The site is dedicated to watching the Galveston Independent School District, GISD Watch, by concerned parent Sandra Tetley.

According to the Galveston Daily News:

[David]Feldman [of the district’s law firm, Feldman and Rogers,] said Tetley’s Web site — www.gisdwatch.com — contained the most “personal, libelous invective directed toward a school administrator” he’s seen in his 31-year career.

“It is not the desire of the School District, the Board, or this Firm to stifle free expression or inhibit robust debate regarding matters pertaining to the operation of the public schools,” Feldman wrote in the demand letter. “This is solely about the publication of materials that clearly go beyond that which is legally and constitutionally encouraged and permitted, and into the realm of what is legally offensive and actionable.”

Feldman cited 16 examples of what he says are libelous postings. Half were posted by Tetley; the other half were posted by anonymous users.

The postings accuse Superintendent Lynne Cleveland, trustees and administrators of lying, manipulation, falsifying budget numbers, using their positions for “personal gain,” violating the Open Meetings Act and spying on employees, among other things.

Tetley said the postings were opinions only.

“Everyone deserves to have their opinion,” she said. “I don’t think they have a right to make me, or anyone else, take down criticisms of them off the Web site. They’re not going to force us to take off our opinions because we have no other place to go.”

The Drudge Report posted a story about the case, attracting 64,000 viewers. Tetley hired Galveston attorney Tony Buzbee, who has had great success suing institutions in Galveseton. Buzzee warned the district that his client would strongly fight against any suit filed against her.

As of November 10, district Superintendent Lynn Cleveland said the district would probably drop legal action, to focus on delivering education to students.

Quite a drama in two or three weeks. Press freedom won out.

On the one hand, no one likes to be sued for libel. On the other hand, Ms. Tetley knows the school district’s leaders are paying attention to what she says.

What’s the moral of this story?

Tip of the old scrub brush to Pamela Bumsted, who alerted me to this by e-mail.