CNN’s Chris Cuomo Tries to ERASE His Own Words on BLM Riots ⋆ Politicrossing
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CNN’s Chris Cuomo Tries to ERASE His Own Words on BLM Riots

Remember when Cuomo – the CNN Chief Weight Room Correspondent – suggested that protests didn’t always have to be “polite” or “peaceful?”

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Gary Franchi over at The Next News Network just released a new video EXPOSING Chris Cuomo for the lying hypocrite that he is.

Remember when Cuomo – the CNN Chief Weight Room Correspondent – suggested that protests didn’t always have to be “polite” or “peaceful?” Apparently, Cuomo doesn’t. Here’s the reminder – on video!

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The shocking thing is that we all know what a clueless oaf Cuomo is, yet the mainstream media and tech sources all think the world of him…

Here is how Wikipedia describes his career:

“Cuomo’s early career in journalism included appearances related to social and political issues on CNBC, MSNBC, and CNN. He was a correspondent for Fox News and Fox Broadcast Network’s Fox Files, where he covered a wide range of stories focusing on controversial social issues. He also served as a political policy analyst for Fox News.

At ABC and as co-anchor of 20/20, his coverage included a look at heroin addiction. His year-long coverage revealed the heroin addiction affecting suburban families. His other work has included coverage of the Haiti earthquake, child custody, bullying, and homeless teens. Policy change has come after his undercover look at for-profit school recruiters, leading to an industry cleanup; and Cuomo’s tip from a BMW owner led to a recall of over 150,000 affected models.

From September 2006 to December 2009, he was the news anchor for Good Morning America. He was the primary reporter on breaking news stories, both in the U.S. and around the world, including dozens of assignments in some 10 countries. He covered the war on terrorism, embedded on multiple occasions in Pakistan, Afghanistan, and Iraq (where his convoy was hit by an IED). In the U.S., he covered shootings such as Virginia Tech, Fort Hood, and the Pennsylvania Amish school shootings, Hurricanes Katrina and Rita, the Sago Mine collapse, and the Minneapolis bridge collapse in August 2007. He anchored morning and evening coverage.

During his time at ABC, he had a website, “Cuomo on the Case,” as well as two weekly digital programs: The Real Deal and Focus on Faith. He also appeared with Father Edward Beck on ABC News Now, the network’s 24-hour digital outlet.

In February 2013, Cuomo moved to CNN to co-host its morning show. He made his debut on CNN as field anchor on the February 8, 2013, episode of Piers Morgan Tonight, covering the February 2013 nor’easter. In March 2018, while serving as the co-anchor of CNN’s morning show New Day, it was announced that Cuomo would move to primetime to host Cuomo Prime Time.

In October 2017, sister network HLN premiered a new documentary series hosted by the anchor, Inside with Chris Cuomo, which focuses on “stories affecting real people, in real towns and cities across America.”

In September 2018, he began hosting a two-hour weekday radio show “Let’s Get After It” on the P.O.T.U.S. channel on SiriusXM.”

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Education

Academic Underachievement As a Permanent Condition

Academic achievement occurs through individual effort: One boy and one girl after another rising above

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On the state and local level, as decisions are made about how and in what form we will educate the nation’s children, an age-old issue remains. The underlying causes of income inequality and civil unrest likely has less to do with media-inflamed coverage and more to do with a lingering issue that few people want to earnestly discuss: educational disparity.

In virtually every U.S. school system, the disparity year after year, decade after decade, and even longer, in mathematics competency, reading proficiency, test scores, honor roll status, and graduation rates, between African American students and other students is disturbing.

A Disturbing Reality

Here in the third decade of the third millennium, with a male African American high school dropout rate at 40% across the U.S., can anyone view the situation optimistically? Any responsible American would understandably be concerned.

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As Eric Hanushek, who is a research associate at the National Bureau of Economic Research, as well as a senior fellow at Stanford University’s Hoover Institution, exclaimed “It’s remarkable.” Following his extensive analysis of the situation, he remarked, “I knew that the gap hadn’t been closing too much, but when I actually looked at the data I was myself surprised.”

In one community after another, and one school system after another, when strenuous efforts to bridge the gap do not bear fruit, invariably someone yells “foul,” as if some grand conspiracy is occurring and a magic wand, yet to be waved, could suddenly redress all. And, as if hard-working, dedicated teachers are not attempting their utmost for each of their students.

An Undesired Path

Consider the school system in Chapel Hill-Carrboro, North Carolina. This locale, deemed, “The southern part of heaven,” by a variety of writers, is among the most progressive in the United States. The teachers and educators here have a vested interest in demonstrating that their school system, beyond all others, can succeed in the vital area of closing achievement gaps between whites and minorities.

Nevertheless, year in and year out the gap remains. So, the Chapel Hill-Carrboro Board of Education becomes primed to try anything! Another in an endless line of supposed “fixes” was to eliminate the advanced math classes in the middle schools and to lump all non-pre-algebra students together, with similar plans to eliminate other advanced classes such as in language arts.

Just as you cannot easily erect a sound building on quicksand, and you cannot expect to solve a decades-old problem by starting with a shaky foundation. Taking a lowest common denominator approach to developing school curriculum has never consistently worked, anywhere. It frustrates the students and dramatically increases a teacher’s burden – all such students must then be taught at individual learning speeds. Do you know any superhuman teachers? If so, could you afford them?

Face the Real Issues

Permanently closing the academic gap between underachieving students and the rest of the student population requires addressing reality – airing the truth about the disparity – not resorting to politically “correct” psychobabble and curricula finagling for another ten years, and then another ten, and then another.

This disparity encompasses such issues as the number of hours the television is on in given households, family or parental encouragement for completing homework assignments, a regular workspace, and established hours for studying in a quiet environment, among other factors.

Until solid analysis, exploration, and programs that address these issues are undertaken, no amount of wrangling with classes will prove to be the “winning formula.” And, school boards will have no chance of effectively addressing the continuing problem of poor academic performance among student groups.

In Arthur Conan Doyle’s short story The Sign of Four, detective Sherlock Holmes says, “…When you have eliminated the impossible, whatever remains, however improbable, must be the truth.” The schools in U.S. communities routinely exhaust talented teachers with a task that cannot be solved by them, nor is it theirs to solve.

Students Eager to Learn

However improbable to those who wish to pretend otherwise, academic achievement occurs through individual effort: One boy and one girl after another rising above and cracking the books, then coming to class as serious students, eager to learn, and primed to excel. Such achievement is not likely to occur any other way.

Otherwise, expect that income inequality and civil unrest will continue for decades into the 21st century.

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