School Threatens 12-Year-Old With Arrest for Allegedly Missing 90 Minutes of Zoom Class
"Who in their right mind could do that?"

The parents of a seventh-grade boy received a letter from his school in Lafayette, California, warning of possible truancy charges if he missed any more virtual class sessions.
"Out of the blue, we got this letter," Mark Mastrov, the boy's father, told the East Bay Times. "It said my son had missed classes and at the bottom, it referenced a state law which said truants can go to jail for missing 90 minutes of class."
Mastrov assumed the school had been sent in error, so he called the school. He was shocked to learn that the authorities meant business: The law says any kid who misses three full days of school or is tardy for a 30-minute class period on three separate occasions can face jail time.
The policy was obviously intended to cover unexcused absences for in-person education, but the district apparently intends to apply it to virtual education as well.
Mastrov contends that his son didn't miss his classes but simply logged on after his teacher had already taken attendance.
"Who passed this law in their infinite wisdom?" he wonders. "Who in their right mind could do that?"
Virtual learning is a deeply frustrating experience for many families, and schools should be maximally patient with students and their parents. Unfortunately, education officials around the country have been making life unnecessarily difficult for students who don't sign in to their classes on time. Some places have even required teachers to perform virtual wellness checks, and to call the cops on parents if their kids seem checked-out during class. One kid got in trouble because his camera caught a glimpse of a toy gun, as though that's comparable to bringing an actual weapon to a physical school.
This pandemic has caused enough problems on its own. Parents don't need to be threatened with jail time for failing to master a hopelessly frustrating—and temporary—new system.
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In response, the hardened criminal Billy the kid should give them a little Baby Face Nelson:
https://www.youtube.com/watch?v=t47CxthikBg
Come and get me coppers!
Oh George, not the livestock.
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California is the most fascist state in the nation. I wouldn't live there if you paid me. New York, California, Minnesota have all received the "Stalin Award" for following all the idiocies of fascism.
Josef Stalin would certainly be proud of the American teachers of today,
"Who passed this law in their infinite wisdom?" he wonders. "Who in their right mind could do that?"
Well, Democrats in the legislature passed it, Kamala Harris bragged about enforcing it, and I bet this guy is voting for both. Who in their right mind would do that?
But did he get the hat trick by voting for the Terminator for governor?
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This is exactly what I was going to say.
Kamala Harris knew this racist, white incel was destined for a life of white supremacy and hate crimes. I hope the school law enforcement officer (SLEO) hog tied the little punk!
Oh please. This is pretty boring administrative bullshit for anyone with actual public school experience.
Kid was marked absent. Parents got form letter.
In Texas they send you a nasty gram that is literally codified in state law. If you read it carefully, despite the bold text inviting you to schedule a meeting with the principal, you have no actual obligations upon receiving the letter.
You can't possibly be shocked that the state and school haven't systematically updated years of legislation and policy to account for virtual schooling. And you can't expect the principal to NOT send a letter that (at least in Texas) it literally codified into state law as a requirement.
Texas =/ California.
In California, they do through your ass in jail for this (or have). Kamala Harris had somewhere around 4-20 parents put in jail for truancy. Maybe more.
I wish ill on politicians for the destruction they've cause during the pandemic. That's where I'm at I'm that infuriated.
That's nothing Rufus. I regularly wish literal cancer upon these people. Vague ills don't cut it. Give them lethal incurable disease. Rid the universe of them.
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That's what I thought, but the article said they actually did update the statute for virtual schooling, and that the new legislation specifically requires this!
Gotta protect their per-student revenue streams.
That is exactly the point. It is all about the money.
The whole point of truancy laws was to keep kids off the street, not necessarily in class. You can't really get any more "off the street" than we've been the last 6 months. This is why you never give an inch to the statists. You'll never get it back and they'll keep demanding more.
The whole point of section 230 was as an olive branch to tech companies that agreed to censor their content under the illegal CDA. You can't get any more censorious of content than big tech has been in the last 6 mos. This is why you never give an inch to the statists. You'll never get it back and they'll keep demanding more.
"Who passed this law in their infinite wisdom?" he wonders. "Who in their right mind could do that?"
This was a fix to something. There was no more wisdom than "we don't want someone doing this thing so we make it illegal so they don't do it anymore."
Monopoly government run unionized education is the problem. Put your kids is private school or home school them.
"Who in their right mind could do that?"
Well, first you need to understand that nobody in their right mind works for the government.
Jerry Seinfeld's neighbor, Newman, seemed like a reasonable guy. Good taste in women too with an easy eye for Elaine.
His boss though, the Postmaster General, was a general who by-god got things done. Things on behalf of the state. Citizens just can't go around refusing mail, that's anarchy.
"Who in their right mind could do that?"
ever vote for a democrat?
OK, last time:
P.S. Joe Biden is a crook
And Hunter is a pimp.
>>Mastrov assumed the school had been sent in error
the *letter* had been sent in error?
by Joe Biden, who is a crook?
the *letter* had been sent in error?
Well they only thought they sent a school. Actually, they sent a bank.
Reference for the uncultured Zoomers.
a. "Remind me to tell you about Amy some time" lol
b. I had those sheets.
Kids, cover your cameras. If your teacher objects and demands to see you, use this phrase: "Not without a warrant, motherfucker."
-jcr
I have tape over the lens of the camera, and have yet to find a reason to remove it.
I work from home. Have for years. Have a company issued laptop that has a built in mic and camera. I physically disabled the mic and taped over the camera.
For calls (which I do multiple times per day), I use a Microsoft LifeCam (USB). I have to plug the camera in to take calls. I disconnect that camera after EVERY call and NEVER leave it plugged in after work.
Air Gap any cameras or microphones.
The most valuable thing you own is YOU. You retain possession of you with privacy.
All authority is bullshit. The kid is lucky to have learned that so young.
So a friend of mine has finally decided to move out of California. Not some right wing old fart. He's only 30. And not one of those crewcut conservatives weither, he has his hair dyed multicolor. With tats and piercings. He is NOT a conservative.
But he's finally fed up and moving out of state. The Karens are running the asylum.
I would move too but my job is here. But I am seriously thinking of buying property out of state to move to for retirement. If any state is accepting California refugees any more.
But is a Democrat voter and will he do so in another state?
short answer: yes
I've already bought property out of state. 4 more years....
Washington (the state) has no state income tax, and a few conservative counties if you avoid Seattle.
but the government o fWA is about 80% s nasty and perverted as is that of Clalifornia and New York. I know many who are leaving WA and OR. LOOK at how those state governors have mishandled the virus panic-demonic, and the riots. Yes, both states have some very conservative counties.. but the state laws bind all everywhere. Those two states are maybe ten years behind California in the lemmings-over-the-cliff marching.
IF you leave behind the dirt in California as you snake the dirt offyuor feet, AND don't start off in yuor new place by compainging how they did things back home better, you'll probably find acceptance in most states.
One plan might be to first move to a second state for three months, get your DL and car registration there, then move to your final destination. Then when in state three, when the folks ask yu where yuo can e from, name state two, NOT California.
The software shows everyone who is in the meeting. Just log in and post your avatar, then browse the web like corporate types do.
Welcome to the lefty government state of CA - their indoctrination is so IMPORTANT; not attending is a cause for arrest and whatever you do; don't pretend you have any CHOICES....
The public socialist education industrial complex thrives on two things: tax dollars and obedient indoctrination. If you thought that teachers paid to do nothing would be satisfied, you were wrong.
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"Who in their right mind could do that?"
The teacher's union that's who
Most of you are missing the real point. The kid was marked absent. The school sent a form letter threatening various consequences if the parent doesn’t comply. This will happen in any of the 50 States, and maybe the Territories too. Do you agree with the concept of compulsory public education? If the answer is no, then this article is a perfect poster child. I am not for compulsory public education, and I work in that industry. I think is the root of our problems in education. But if you do believe in forcing kids to go to school, it is hypocritical in the extreme to complain about this case, when your local school district is no doubt sending out hundreds if not thousands of these letters every quarter, with your complicit approval.
I’m just here to say that the six year old boy pictured in the article is a poor representative of the boy described in the article.
Hey Reason, thanks for fucking up my outrage party.
I strongly oppose all "education" that is 1) mandatory, 2) universal and 3) government funded.
Good points.
Children have a natural desire and capacity to learn. They also generally like going to school and miss it when they cannot.
If your kiddo does not want to go to school find out why. I can get that zoom education is boring and not a replacement. It can supplement and parents have to be involved.
I can agree that compulsory education is not education at all. Not so libertarianish but I also think every child should be given the opportunity for school and education.
It has been a contentious point with libertarians concerning childrens rights. They are not property. They are not yet capable of full autonomy. While parents and caregivers ought to take responsibility they do not always. Then when the state steps in it can be extreme and there needs to be push back against that.
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"Children have a natural desire and capacity to learn. They also generally like going to school and miss it when they cannot."
https://www.ishmael.org/daniel-quinn/essays/schooling-the-hidden-agenda/
Our children were being prepared in school to step boldly into the only fully human life that had ever existed on this planet. The skills they were acquiring in school would bring them not only success but deep personal fulfillment on every level. What did it matter if they never did more than work in some mind-numbing factory job? They could parse a sentence! They could explain to you the difference between a Petrarchan sonnet and a Shakespearean sonnet! They could extract a square root! They could show you why the square of the two sides of a right triangle were equal to the square of the hypotenuse! They could analyze a poem! They could explain to you how a bill passes congress! They could very possibly trace for you the economic causes of the Civil War. They had read Melville and Shakespeare, so why would they not now read Dostoevsky and Racine, Joyce and Beckett, Faulkner and O’Neill? But above all else, of course, the citizen’s education–grades K to twelve–prepared children to be fully-functioning participants in this great civilization of ours. The day after their graduation exercises, they were ready to stride confidently toward any goal they might set themselves.
Of course, then, as now, everyone knew that the citizen’s education was doing no such thing. It was perceived then–as now–that there was something strangely wrong with the schools. They were failing–and failing miserably–at delivering on these enticing promises. Ah well, teachers weren’t being paid enough, so what could you expect? We raised teachers’ salaries–again and again and again–and still the schools failed. Well, what could you expect? The schools were physically decrepit, lightless, and uninspiring. We built new ones–tens of thousands, hundreds of thousands of them–and still the schools failed. Well, what could you expect? The curriculum was antiquated and irrelevant. We modernized the curriculum, did our damnedest to make it relevant–and still the schools failed. Every week–then as now–you could read about some bright new idea that would surely “fix” whatever was wrong with our schools: the open classroom, team teaching, back to basics, more homework, less homework, no homework–I couldn’t begin to enumerate them all. Hundreds of these bright ideas were implemented–thousands of them were implemented–and still the schools failed.
Within our cultural matrix, every medium tells us that the schools exist to prepare children for a successful and fulfilling life in our civilization (and are therefore failing). This is beyond argument, beyond doubt, beyond question. ... Suppose the schools aren’t failing? Suppose they’re doing exactly what we really want them to do–but don’t wish to examine and acknowledge?
Granted that the schools do a poor job of preparing children for a successful and fulfilling life in our civilization, but what things do they do excellently well? Well, to begin with, they do a superb job of keeping young people out of the job market. Instead of becoming wage-earners at age twelve or fourteen, they remain consumers only–and they consume billions of dollars worth of merchandise, using money that their parents earn. Just imagine what would happen to our economy if overnight the high schools closed their doors. Instead of having fifty million active consumers out there, we would suddenly have fifty million unemployed youth. It would be nothing short of an economic catastrophe.
Of course the situation was very different two hundred years ago, when we were still a primarily agrarian society. Youngsters were expected and needed to become workers at age ten, eleven, and twelve. For the masses, a fourth, fifth, or sixth-grade education was deemed perfectly adequate. But as the character of our society changed, fewer youngsters were needed for farm work, and the enactment of child-labor laws soon made it impossible to put ten-, eleven-, and twelve-year-olds to work in factories. It was necessary to keep them off the streets–and where better than in schools? Naturally, new material had to be inserted into the curriculum to fill up the time. It didn’t much matter what it was. Have them memorize the capitals of every state. Have them memorize the principle products of every state. Have them learn the steps a bill takes in passing Congress. No one wondered or cared if these were things kids wanted to know or needed to know–or would ever need to know. No one wondered or ever troubled to find out if the material being added to the curriculum was retained. The educators didn’t want to know, and, really, what difference would it make? It didn’t matter that, once learned, they were immediately forgotten. It filled up some time. The law decreed that an eighth-grade education was essential for every citizen, and so curriculum writers provided material needed for an eighth-grade education.
During the Great Depression it became urgently important to keep young people off the job market for as long as possible, and so it came to be understood that a twelfth-grade education was essential for every citizen. As before, it didn’t much matter what was added to fill up the time, so long as it was marginally plausible. Let’s have them learn how to analyze a poem, even if they never read another one in their whole adult life. Let’s have them read a great classic novel, even if they never read another one in their whole adult life. Let’s have them study world history, even if it all just goes in one ear and out the other. Let’s have them study Euclidean geometry, even if two years later they couldn’t prove a single theorem to save their lives. All these things and many, many more were of course justified on the basis that they would contribute to the success and rich fulfilment that these children would experience as adults. Except, of course, that it didn’t. But no one wanted to know about that. No one would have dreamed of testing young people five years after graduation to find out how much of it they’d retained. No one would have dreamed of asking them how useful it had been to them in realistic terms or how much it had contributed to their success and fulfilment as humans. What would be the point of asking them to evaluate their education? What did they know about it, after all? They were just high-school graduates, not professional educators.
At the end of the Second World War, no one knew what the economic future was going to be like. With the disappearance of the war industries, would the country fall back into the pre-war depression slump? The word began to go out that the citizen’s education should really include four years of college. Everyone should go to college. As the economy continued to grow, however, this injunction began to be softened. Four years of college would sure be good for you, but it wasn’t part of the citizen’s education, which ultimately remained a twelfth-grade education.
It was in the good years following the war, when there were often more jobs than workers to fill them, that our schools began to be perceived as failing. With ready workers in demand, it was apparent that kids were coming out of school without knowing much more than the sixth-grade graduates of a century ago. They’d “gone through” all the material that had been added to fill up the time–analyzed poetry, diagramed sentences, proved theorems, solved for x, plowed through thousands of pages of history and literature, written bushels of themes, but for the most part they retained almost none of it–and of how much use would it be to them if they had? From a business point of view, these high-school graduates were barely employable.
But of course by then the curriculum had achieved the status of scripture, and it was too late to acknowledge that the program had never been designed to be useful. The educators’ response to the business community was, “We just have to give the kids more of the same–more poems to analyze, more sentences to diagram, more theorems to prove, more equations to solve, more pages of history and literature to read, more themes to write, and so on.” No one was about to acknowledge that the program had been set up to keep young people off the job market–and that it had done a damn fine job of that at least.
But the last thing we want our children to be able to do is to live independently of our society. We don’t want our graduates to have a survival value of 100%, because this would make them free to opt out of our carefully constructed economic system and do whatever they please. We don’t want them to do whatever they please, we want them to have exactly two choices (assuming they’re not independently wealthy). Get a job or go to college. Either choice is good for us, because we need a constant supply of entry-level workers and we also need doctors, lawyers, physicists, mathematicians, psychologists, geologists, biologists, school teachers, and so on. The citizen’s education accomplishes this almost without fail. Ninety-nine point nine percent of our high school graduates make one of these two choices.
And it should be noted that our high-school graduates are reliably entry-level workers. We want them to have to grab the lowest rung on the ladder. What sense would it make to give them skills that would make it possible for them to grab the second rung or the third rung? Those are the rungs their older brothers and sisters are reaching for. And if this year’s graduates were reaching for the second or third rungs, who would be doing the work at the bottom? The business people who do the hiring constantly complain that graduates know absolutely nothing, have virtually no useful skills at all. But in truth how could it be otherwise?
So you see that our schools are not failing, they’re just succeeding in ways we prefer not to see. Turning out graduates with no skills, with no survival value, and with no choice but to work or starve are not flaws of the system, they are features of the system. These are the things the system must do to keep things going on as they are.
"Who passed this law in their infinite wisdom?"
LEFTurds, of course. Could, would and DID.
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Maybe he should claim he identifies as a girl. Females hardly ever get punished for anything and he'd get praised for his brave identity admission.
This. One of my sisters is a feminist who runs her mouth constantly. She thinks she's oppressed, but any man who talked as much shit as she does would have had his ass handed to him several times over by now.
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"Let's END the school pipeline to prison, guys!!!!111!!!!"
The democrat public school cabal, which logically supporter of truant officer Kamala Harris.
BTW Kamala is a actually pronounced "Cam - Allah"
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