Tag: Equity

FEMA Doled Out Millions Pushing ‘Equity,’ Prioritizing ‘Underserved Communities’ Leading Up to Hurricane Season

Daily Caller News Foundation
Biden FEMA

The Federal Emergency Management Agency (FEMA) in May 2023 launched a $12 million grant program designed to increase “equity” in disaster responses by making greater investments in communities with high concentrations of racial and sexual minorities, documents show.

FEMA’s 2023 Regional Catastrophic Preparedness Grant Program sought to disburse multi-million dollar grants designed to bolster disaster preparedness “equity” for what it called “underserved communities,” a label later defined in grant documents as “populations sharing a particular characteristic, as well as geographic communities, who have been systematically denied a full opportunity to participate in aspects of economic, social and civic life.” Examples of these groups cited in the FEMA documents include African Americans, Hispanics, Middle Easterners, LGBT people and people living in rural areas, among others.

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Report: Equity Rich Mortgaged Homes See Third Straight Quarterly Decline

The Center Square
Home

The number of mortgaged homes that are equity rich have declined for three consecutive quarters, and the portion of mortgaged homes considered “seriously underwater” increased, according to a new report by ATTOM, a leading curator of land, property and real estate data.

ATTOM’s first-quarter 2024 U.S. Home Equity & Underwater Report found that 45.8% of mortgaged residential properties in the United States “were considered equity-rich in the first quarter, meaning that the combined estimated amount of loan balances secured by those properties was no more than half of their estimated market values.”

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Commentary: The Pandemic Treaty That Won’t Prevent a Pandemic

RealClearWire
World Health Organization

If a “pandemic treaty” fails to account for the dismal international response to COVID-19 and isn’t focused on preventing future pandemics, is it really a “pandemic treaty”? Yet that’s the current state of the draft “pandemic treaty” being negotiated under the auspices of the World Health Organization (WHO).

The failures of the international health system’s response to COVID are well-established. The People’s Republic of China failed to inform the international community of the outbreak in a timely manner as required by the International Health Regulations – a provision established because of Beijing’s cover-up of the 2002 outbreak of severe acute respiratory syndrome (SARS). China mischaracterized COVID-19 saying that there was no evidence of human-to-human transmission—a deadly lie that the WHO parroted unquestioningly.

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US Navy’s STEM ‘Equity’ Program Prioritized Candidates, Internships Based on Race, Docs Show

South Carolina Sun Staff
Navy Test taking

The U.S. Navy approved more than $750,000 for a project that, while purporting to “equitably” increase the number of students interested in serving in the Navy’s STEM fields, prioritized recruiting underrepresented minority students, documents obtained by the Daily Caller News Foundation show.

The University of Missouri–Kansas City (UMKC) proposed a way to encourage students to pursue degrees in fields of science, technology, economics and math (STEM) amid pressures for the U.S. military to out-compete adversaries in technological development, according to the since-approved application obtained by the Functional Government Initiative through a records request and provided to the DCNF. Although the project was framed as providing an opportunity for all students to break into the STEM fields based on the students’ qualifications, the Navy granted a budget extension to include 75 scholarships for underrepresented minority students and gave them first selection for the few on-campus paid research internships created through the program.

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Commentary: Inflated Grades, Increasing Graduation Rates, and Deflated Test Scores

South Carolina Sun Staff
Students Learning

Grade inflation is rampant and has been so for many years. Back in 2011, an in-depth study by three Ivy League economists looked at how the quality of individual teachers affects their students over the long term. The paper, by Raj Chetty and John N. Friedman of Harvard and Jonah E. Rockoff of Columbia, tracked 2.5 million students over 20 years and, using a value-added approach, found that teachers who help students raise their standardized test scores have a lasting positive effect on those students’ lives beyond academics, including lower teenage pregnancy rates, greater college matriculation, and higher adult earnings. The authors of the study define “value added” as the average test-score gain for a teacher’s students “…adjusted for differences across classrooms in student characteristics such as prior scores.”

But to those who believe in equity über alles, quality is an afterthought, and many states are ditching any objective criteria for entry into the teaching field. In California, teachers traditionally have had to pass the ridiculously easy California Basic Educational Skills Test (CBEST) to gain entry into the profession, but the test is now under fire.

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