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      Jill Biden Hosts Teachers at Awards Dinner, With a Bit of Pomp

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      The first lady commended the winner of the National Teacher of the Year award during an event evoking formal state dinners.The hallmarks of a state dinner were there: lavish floral displays festooning the White House, the first lady arriving in a floor-length sequined gown, and members of Congress and cabinet secretaries mingling with attendees. But the honored guest was not the president of France or the prime minister of Japan.It was Missy Testerman of Rogersville City School in rural Tennessee.Jill Biden, the first lady, kicked off a new format for delivering the National Teacher of the Year award on Thursday by hosting this year’s winner, Ms. Testerman, and dozens of other teachers from across the country at the White House with a ceremony emulating the pomp normally reserved for foreign dignitaries.Dr. Biden, who has kept her day job as an English professor while serving as first lady and has worked to support community colleges from the White House, spoke in support of teachers’ unions in her opening remarks and stressed the need of helping educators after the Covid-19 pandemic.“Tonight we celebrate you because teaching isn’t just a job, it’s a calling,” Dr. Biden said, adding, “To answer this call of service is in itself an act of hope.”Ms. Testerman, an English as a second language teacher who had worked as a first and second grade teacher for 30 years, also spoke, discussing the importance of her profession.“As an English as a second language teacher, my students are all either immigrants to our country, or first-generation Americans having been born to immigrant parents,” Ms. Testerman said. “Hearing the experiences of my students and their families reminds me daily what a privilege it is to be an American and what a privilege it is to attend a public school in this country.”The Council of Chief State School Officers, which oversees the award program, has honored finalists and a winner at the White House nearly every year since 1952, according to the council’s website. Dr. Biden has presided over the award ceremony every year of President Biden’s term. (Mr. Biden, who was returning from a trip to North Carolina, dropped in briefly, reflecting on his days teaching law classes and telling the teachers, “You are the kite strings that lift our national ambitions aloft.”)The evolution of the ceremony this year came complete with floral arrangements incorporating irises — the Tennessee state flower — and classroom-themed décor. The guests dined on a menu including lobster ravioli and honey-poached apple mousse, and were entertained by the U.S. Army Chorus with the Army and Air Force Strings.Miguel A. Cardona, the secretary of education, told attendees that the event was meant to bestow “our teachers with a level of national respect that is long overdue.”In all, 57 teachers, including past winners of the award, attended on Thursday, according to a guest list released by the White House. Apart from the honor, selected teachers are also invited into a yearlong professional development program.Before the event, the White House announced new measures aimed at encouraging higher pay for teachers and highlighted changes to the Public Service Loan Forgiveness program, a centerpiece of Mr. Biden’s effort to slash student debt, which allows public servants such as teachers to have their federal student loan debt forgiven after 10 years.Dr. Biden, a teacher for over 30 years and a member of the National Education Association, has often waded into education policy, particularly during the transition back to in-person learning as the Covid crisis waned. She also led a push to make community colleges tuition free, though legislation she helped draft did not survive in Congress.Mr. Biden renewed the call for free community college as a policy priority in his budget for next fiscal year, but the proposal has little chance of becoming law with Republicans in control of the House. More

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      Before Teacher Was Shot, Assistant Principal Was Warned First Grader Had a Gun

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      A Virginia grand jury found that the administrator had not acted on reports from staff members that the 6-year-old had brought a firearm to Richneck Elementary.The shooting of an elementary teacher by a 6-year-old student in Newport News, Va., last year was preceded by a “shocking” series of lapses by the school’s assistant principal at the time, according to a report by a special grand jury that was released on Wednesday.Despite having been told that same day that the student was “in a violent mood,” and having received several reports that he was carrying a firearm, the assistant principal turned down a school counselor’s request for permission to search the student, the grand jury said in its report.Less than a half-hour later, the student’s teacher, Abigail Zwerner,, was in the classroom with him and 15 other first graders when he pulled out 9-millimeter Taurus handgun and shot her from less than six feet away just before 2 p.m.The bullet passed through her hand and struck her chest. The gun, which was loaded with seven more rounds, jammed after the first shot. The boy later said that he had found it at home, in his mother’s purse.While her students sheltered in a neighboring classroom, Ms. Zwerner stumbled down the hallway and passed out in front of the door to the principal’s office. She survived.“I told you — I tried to keep you safe,” said one of the shooter’s friends, who had told one of Ms. Zwerner’s colleagues at Richneck Elementary School about the gun, according to the report.We are having trouble retrieving the article content.Please enable JavaScript in your browser settings.Thank you for your patience while we verify access. If you are in Reader mode please exit and log into your Times account, or subscribe for all of The Times.Thank you for your patience while we verify access.Already a subscriber? Log in.Want all of The Times? Subscribe. More

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      Teacher Secretly Sold His Students’ Art on Mugs and Shirts, Lawsuit Says

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      Parents of a dozen students at a school near Montreal accused an art teacher in a lawsuit of reproducing portraits from a class assignment and putting them on items that he offered for sale online.In January, students at a junior high school outside Montreal received an assignment to draw a classmate or a self-portrait in the style of Jean-Michel Basquiat.“The challenge is to make an original artwork in Basquiat’s style; not to copy one of his images,” the teacher, Mario Perron, wrote to his students on the junior campus at Westwood High School in St.-Lazare, Quebec. “I am very familiar with Basquiat’s work and will return copied work, because it is considered plagiarism.”The assignment was titled “Creepy Portrait.”Basquiat was a worthy subject: He was the influential Brooklyn-born artist of Haitian and Puerto Rican descent who was known for a brief career in which he innovated with graffiti and other types of improvisational pieces. He died at 27 in 1988.But parents of some students who completed the assignment were shocked to find that Mr. Perron had copied the portraits and was offering mugs, cushions, bags, apparel and other items for sale online bearing reproductions of the artwork, according to a class-action lawsuit filed last week in Quebec Superior Court.Joel DeBellefeuille, who learned what was happening from his 13-year-old son, Jax, accused Mr. Perron in an interview of perpetrating a “premeditated” scheme. A portrait of Jax by one of his classmates was among the student artwork being offered for sale, he said. “I freaked out,” Mr. DeBellefeuille said. “I was full of emotions. Still now, it’s really unbelievable.”We are having trouble retrieving the article content.Please enable JavaScript in your browser settings.Thank you for your patience while we verify access. If you are in Reader mode please exit and log into your Times account, or subscribe for all of The Times.Thank you for your patience while we verify access.Already a subscriber? Log in.Want all of The Times? Subscribe. More

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      A Bronx Teacher Asked. Tommy Orange Answered.

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      When the author received an impassioned email, he dropped everything to visit the students who inspired it.Tommy Orange sat at the front of a classroom in the Bronx, listening as a group of high school students discussed his novel “There There.”A boy wearing blue glasses raised his hand. “All the characters have some form of disconnection, even trauma,” Michael Almanzar, 19, said. “That’s the world we live in. That’s all around us. It’s not like it’s in some faraway land. That’s literally your next-door neighbor.”The class broke into a round of finger snaps, as if we were at an old-school poetry slam on the Lower East Side and not in an English class at Millennium Art Academy, on the corner of Lafayette and Pugsley Avenues.Orange took it all in with a mixture of gratitude and humility — the semicircle of earnest, engaged teenagers; the bulletin board decorated with words describing “There There” (“hope,” “struggle,” “mourning,” “discovery”); the shelf of well-thumbed copies wearing dust jackets in various stages of disintegration.When Orange spoke, students paid close attention. Many identified with the characters in Orange’s book “There There” and with the world it portrayed. Hiroko Masuike/The New York TimesHis eyebrows shot up when a student wearing a sweatshirt that said “I Am My Ancestors’ Wildest Dreams” compared the book to “The Road,” by Cormac McCarthy. When three consecutive students spoke about how they related to Orange’s work because of their own mental health struggles, he was on the verge of tears.We are having trouble retrieving the article content.Please enable JavaScript in your browser settings.Thank you for your patience while we verify access. If you are in Reader mode please exit and log into your Times account, or subscribe for all of The Times.Thank you for your patience while we verify access.Already a subscriber? Log in.Want all of The Times? Subscribe. More

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      Support for Teaching Gender Identity in School Is Split, Even Among Democrats

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      Americans are deeply divided on whether schools should teach about gender identity, two polls found. But there was broader support for teaching about race.Americans are deeply split over whether gender identity should be taught in school, according to two polls released this week that underscored the extent of the divide on one of the most contested topics in education.Many groups, including Democrats, teachers and teenagers, are split on whether schools should teach about gender identity — a person’s internal sense of their own gender and whether it aligns with their sex assigned at birth, according to a survey by researchers at the University of Southern California and a separate survey by Pew Research Center.But on issues of race, another topic that has fueled state restrictions and book bans, there was broader support for instruction. That extended to some Republicans, the U.S.C. survey found.The results highlight nuances in the opinion over two of the most divisive issues in public education, even as the American public remains deeply polarized along party lines.The U.S.C. survey polled a nationally representative sample of nearly 4,000 adults, about half of whom lived with at least one school-age child, and broke responses out by partisan affiliation.Democrats were by and large supportive of L.G.B.T.Q.-themed instruction in schools, yet were split when it came to addressing transgender issues for younger students in elementary school.We are having trouble retrieving the article content.Please enable JavaScript in your browser settings.Thank you for your patience while we verify access. If you are in Reader mode please exit and log into your Times account, or subscribe for all of The Times.Thank you for your patience while we verify access.Already a subscriber? Log in.Want all of The Times? Subscribe. More

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      In School Board Elections, Parental Rights Movement Is Dealt Setbacks

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      Culture battles on gender and race did not seem to move many voters.Conservative activists for parental rights in education were dealt several high-profile losses in state and school board elections on Tuesday.The results suggest limits to what Republicans have hoped would be a potent issue for them leading into the 2024 presidential race — how public schools address gender, sexuality and race.The Campaign for Our Shared Future, a progressive group founded in 2021 to push back on conservative education activism, said on Wednesday that 19 of its 23 endorsed school board candidates in Pennsylvania, Ohio and Virginia had won.The American Federation of Teachers, the nation’s second-largest educators’ union and a key Democratic power player, said that in 250 races it had tracked — a mix of state, local and school board elections — 80 percent of its preferred candidates won.On the right, Moms for Liberty, the leading parental-rights group, said 44 percent of its candidates were elected.The modest results for conservatives show that after several years in which the right tried to leverage anger over how schools handled the Covid-19 pandemic and issues of race and gender in the curriculum, “parents like being back to some sense of normalcy,” said Jeanne Allen, chief executive of the Center for Education Reform, a right-leaning group in Washington.She suggested Republicans might have performed better if they had talked more about expanding access to school choice, such as vouchers and charter schools, noting that academic achievement remains depressed.In the suburbs of Philadelphia, an important swing region, Democrats won new school board majorities in several closely watched districts.In the Pennridge School District, Democrats swept five school board seats. The previous Republican majority had asked teachers to consult a social studies curriculum created by Hillsdale College, a conservative, Christian institution. The board also restricted access to library books with L.G.B.T.Q. themes and banned transgender students from using bathrooms or playing on sports teams that correspond to their gender identity.Democrats in nearby Bucks Central School District also won all five open seats. That district had been convulsed by debates over Republican policies restricting books and banning pride flags.The region was a hotbed of education activism during the pandemic, when many suburban parents organized to fight school closures, often coming together across partisan divides to resist the influence of teachers’ unions.But that era of education politics is, increasingly, in the rearview mirror.Beyond Pennsylvania, the unions and other progressive groups celebrated school board wins in Iowa, Connecticut and Virginia, as well as the new Democratic control of the Virginia state legislature.That state’s Republican governor, Glenn Youngkin, has been a standard-bearer for parental rights, pushing for open schools during the pandemic and restricting how race is discussed in classrooms.Supporters of school vouchers had hoped that a Republican sweep in the state would allow for progress on that issue.For the parental rights movement, there were some scattered bright spots. Moms for Liberty candidates found success in Colorado, Alaska and several Pennsylvania counties.Tiffany Justice, a co-founder of the group, said she was not deterred by Tuesday’s results. She rejected calls for conservatives to back away from talking about divisive gender and race issues in education.Progressive ideology on those issues, she said, was “destroying the lives of children and families.”Randi Weingarten, president of the American Federation of Teachers, said culture battles had distracted from post-pandemic recovery efforts on literacy and mental health.Notably, both the A.F.T. and Moms for Liberty have argued for more effective early reading instruction, including a focus on foundational phonics skills.But the conservative push to restrict books and to ideologically shape the history curriculum is a “strategy to create fear and division,” Ms. Weingarten said. The winning message, she added, was one of “freedom of speech and freedom to learn,” as well as returning local schools to their core business of fostering “consistency and stability” for children. More

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      Student and Teacher, Moving Up Together

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      More from our inbox:Trump LackeysDon’t Call Them ‘Conservative’Precious Views: Saving the Skyline of New York Katy FreemanTo the Editor:Re “Kids Benefit From Having One Teacher Twice,” by Adam Grant (Opinion guest essay, Oct. 24):Dr. Grant is right on target on the value of “looping” for kids and teachers who stay with them for a grade or more. In my dissertation research on middle-school teacher teams, I found that the most effective team was one that followed the same group of students for three years.As the teachers explained, when they had students for just one year, they could blame the shortcomings of students on their previous teachers. After three years, they knew they should be able to show significant results for all their kids.One other advantage of looping was creating a more cohesive professional community; after a couple of years away from a particular grade’s curriculum, teachers reached out to colleagues to learn from their more recent experience with that grade.A win-win for everyone, and especially the students whom teachers never gave up on and built strong relations with over these years.Rick GordonJackson, Wyo.The writer was the founding director of the Compass School in Vermont.To the Editor:Adam Grant’s advocacy for “looping” in education is a compelling invitation to deepen teacher-student relationships and nurture personalized learning. But as a high school junior, I find myself grappling with this idea.Although looping’s promise is enticing, I’m concerned that it might inadvertently constrain students’ ability to adapt, leaving us ill prepared for our future.High school has been an essential stage of transformation for me, marked by an ever-shifting landscape of diverse experiences, teaching styles and perspectives. I’m concerned that looping, which emphasizes a personalized relationship with a single teacher, may curtail the range of experiences essential for nurturing adaptability.This quality, vital for future success in both college and the work force, is arguably honed through adapting to various teaching styles and methods that diverse teachers bring. In an era that demands versatile skills, we should recognize the value of a variety of experiences in education.Taiki YamauchiAlexandria, Va.To the Editor:As an elementary-school teacher who did “loop” a kindergarten to first-grade class, I agree with Adam Grant in his praise for the practice. Knowing where your students left off and where you could begin was a big improvement over the mystery that would commonly occur with a new class.In addition to the benefit to academics, there were the friendships that could continue in the classroom as well as the improved insights between teacher and student.Another benefit was the communication between the parents and me. Having their child for two years enabled us to immediately pursue common goals and solve problems much more easily than starting fresh.Parents can be asked for their preference concerning looping, so if there’s not a good fit for the child, the parent can opt out. I remember that out of 20 students, 19 remained in my next class. The parent who opted out came to me at the end of the year to tell me she’d made a mistake!Some children would be OK with another teacher. But for others, looping meant a great deal and perhaps enabled them to succeed more than they might have without the teacher’s extra knowledge of the students.Daina SchumanStamford, Conn.Trump LackeysTop Trump allies, including Russell Vought, seated in the middle, have come to view the Republican Party’s legal elites — even leaders with impeccable conservative credentials — as out of step.Andrew Harnik/Associated PressTo the Editor:Re “Seeking Lawyers to Bless Trump’s Full Ambition” (front page, Nov. 2):In his first term as president, Donald Trump made, from his point of view, several key mistakes. Among them was selecting well-known conservatives with at least some experience and gravitas for important positions in his administration.The problem with these people was that they had at least a shred of decency and, ultimately, respect for the law and the Constitution. They, and others in his administration, refused in the end to execute his orders when those orders clearly violated the law.He won’t make that mistake again. As this article reveals, a second-term Trump cabinet, and the rest of his administration, would be filled with inexperienced sycophants whose only qualifications are their total loyalty to him alone and their willingness to do anything he says, illegal or not.Mr. Trump’s presidency was by far the worst in our history. A second Trump term, supported by these carefully chosen lackeys, would be nightmarish.Tim ShawCambridge, Mass.Don’t Call Them ‘Conservative’ Mark Peterson/Redux, for The New York TimesTo the Editor:Re “The Roots of Republican Dysfunction,” by Jamelle Bouie (column, Oct. 22):The MAGA supporters who call themselves “conservative” yet supported the Big Lie are not conservative. Overthrowing a legitimate election and installing a strongman you like is radical; it is not the least bit conservative.I wish America had a real conservative party, which would serve a legitimate purpose in balancing the urges of us liberals. But nobody should be allowed to impose authoritarianism on fellow citizens and call it “conservative.” That is radical extremism.Brett LindenbachNorth Haven, Conn.Precious Views: Saving the Skyline of New York George Etheredge for The New York TimesTo the Editor:Re “Regulate the Skyline? What’s Your View?,” by Michael Kimmelman (Critic’s Notebook, Oct. 26):Fifty years ago, when I was young, the Empire State Building could be seen from almost everywhere. It was, in the words of John Milton, “the cynosure of neighboring eyes.” Now, as Mr. Kimmelman writes, a uniquely unobstructed view can be glimpsed from an alley he found off 28th Street.“The alley framed a postcard view of the Empire State Building,” he writes, “magically” preserving something lost elsewhere in the city, as widespread new construction has blotted out views, “occasionally breaking hearts.”The Landmarks Preservation Commission designated the Empire State Building a landmark. But operating under existing law, the agency could not protect the view corridors nearby.Old photographs will tell us something about what the Empire State Building once was. But will the historic preservation movement offer any strong strategic criticism of the planning policy vacuum Mr. Kimmelman’s criticism reveals? Who else will now defend the public interest in preserving views of our distinctive local architecture?Christabel GoughHudson, N.Y.To the Editor:We fall deeply in love with our favorite views and hope they will never change. But, like people, views have life spans. I have mourned several lost cityscapes in recent years, but learned a valuable lesson in the process: Hold back your tears until the new building is revealed.The Copper building on First Avenue near 35th Street took away the span of open sky that had delighted me for years with its unobstructed sunrises. But the quirky K-shaped Copper now serves as a compelling centerpiece for my sky photography. The sunrises are as splendid as ever, and there is a bonus: The Copper reflects the setting sun, lush with light as its colors fade to black.On the other hand, I am angry to hear that a precious Manhattan view will no longer exist. Sign me up to support view cones. If the Empire State Building can be eclipsed, what will be next?Roberta HershensonNew York More

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      The Teacher Shortage: Why, and What to Do?

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      More from our inbox:Mr. McCarthy, Put Country Before EgoDebate, Yes, but Without an AudienceReauthorize PEPFARHow Unions Help Companies Eleanor DavisTo the Editor:Re “People Don’t Want to Be Teachers Anymore. Can You Blame Them?,” by Jessica Grose (newsletter, nytimes.com, Sept. 13):As a retired teacher, I read this with heartfelt interest. Ms. Grose noted the cost of getting a degree, low pay and lack of respect as leading causes for our current shortage of teachers.Then again, when I entered the College of Education at the University of Minnesota in 1980, my friends thought I was crazy. There was little respect even then. Pay was even worse.I began as a pre-law student my freshman year in college. And then it happened. I saw the light. I remembered those teachers who had saved me. Teachers who had seen potential in me that I could not see for myself. My life was transformed by teachers.The courtroom seemed like a selfish ambition. The classroom felt like a journey of love, an opportunity to be inspired and to inspire each and every day. I walked into my college guidance counselor’s office and asked to transfer into the College of Education.No regrets. The 35 years I spent in the classroom taught me so many important lessons. I learned the importance of believing in excellence. I learned that I could help others become excellent. And most important, I discovered that belonging to a professional learning community was eternally gratifying.I understand that people don’t want to be teachers anymore. That was true in the 1980s, too. But for many of us who did become teachers, bliss. Can you say the same in your job today?Dan LarsenBarrington, Ill.To the Editor:Jessica Grose is spot on that financial barriers, mental wellness, culture wars and a profession that is out of step with the wants and needs of this generation are all contributing to teacher shortages across the country, especially in low-income communities.She also notes that people who consider teaching later in life could be a source of optimism. Don’t count Gen Z out. We just welcomed over 2,200 new Teach for America teachers — 40 percent more than last year, and most are recent college graduates.This generation is giving us so much optimism: They understand the experiences and needs of today’s students, and want careers that have meaningful impact, align with their values and foster community. Collectively we have to create the conditions for this generation to say yes to careers in education.Jemina R. BernardStamford, Conn.The writer is president and chief operating officer of Teach for America.To the Editor:I agree with everything Jessica Grose has to say in this piece about the current decline in the number of college graduates who choose to become teachers. I would, however, suggest an additional reason for this decline. Simply put, women graduates today have more career choices than in the past.When I graduated in 1962, most of my friends and I became teachers. What were our choices? Teaching, nursing, or go to Katharine Gibbs and learn to type. Today I have two 24-year-old granddaughters; one is an architectural engineer, the other is enrolled in a graduate program that will enable her to become a clinical researcher.Neither even considered a career as a teacher. Nor did my 51-year-old daughter, who is an attorney.Beverly StautzenbachVenice, Fla.Mr. McCarthy, Put Country Before Ego Kenny Holston/The New York TimesTo the Editor:Re “Hard Right in Congress Sows Havoc,” by Carl Hulse (news analysis, front page, Sept. 25):Mr. Hulse’s article is deeply disturbing insofar as 20 or so radical conservative Republicans can force a government shutdown.There is a simple solution if Speaker Kevin McCarthy would choose to put the country before his own political ego and his party: Walk across the aisle with willing Republicans and speak with Hakeem Jeffries, the Democratic minority leader, to vote with the Democrats to approve the budget.Mr. McCarthy should ask himself what a leader and patriot like Senator John McCain would do in a similar situation. Mr. McCarthy’s constituents might surprise him with their support if he demonstrates some real courage.Brian HousealBrunswick, MaineDebate, Yes, but Without an Audience Brian Snyder/ReutersTo the Editor:My suggestion to improve the debates being broadcast on TV would be to get rid of the audience. Then candidates would no longer waste time throwing out these sound bites for the applause and cheers.Perhaps that may help them to listen to the question posed to them by the moderator and possibly answer it.In addition, getting rid of the audience might even force people watching the debates at home to think for themselves when making a decision regarding a candidate, since they would have no idea what everyone else is thinking.Imagine that.Laura KleinPinecrest, Fla.Reauthorize PEPFARAdministering an H.I.V. test in 2012 at a Johannesburg clinic supported by PEPFAR.Foto24/Gallo Images, via Getty ImagesTo the Editor:Re “Will Republicans Abandon This Medical Triumph?” (column, Sept. 21):Nicholas Kristof’s piece about PEPFAR is spot on: PEPFAR’s work to prevent and treat H.I.V. and AIDS around the world has saved over 25 million lives, and should absolutely be reauthorized by Congress.But even beyond that extraordinary achievement, PEPFAR has ushered in a culture of accountability and efficiency across virtually all sectors of global health, not just H.I.V. and AIDS care.PEPFAR’s accountability standards require foreign governments and implementing NGOs to use data, evaluations (such as randomized control trials), and advanced analytics to measure results and demonstrate value for money.The result: It now costs PEPFAR dramatically less to save each life. In 2014, it cost $315 to give lifesaving treatment to one person for one year. By 2022, that had fallen to $59. Those are industry-changing results.Countries are now using tactics developed by PEPFAR for other health programs, from disaster response to seasonal outbreaks.With PEPFAR’s focus on efficiency and results, the American people can be confident that another five-year authorization would be money well spent.Hannah CooperTyler SmithThe writers are the co-founders of Cooper/Smith, an organization focused on using data to improve the efficiency and effectiveness of foreign aid programs.How Unions Help Companies Evan Cobb for The New York TimesTo the Editor:What has been missing in articles about the current United Auto Workers strike at General Motors, Ford and Stellantis is that having a union is not just about fighting for good wages and benefits but also about fighting for its important role in helping companies.Having a union, whether it’s at G.M., Starbucks or a hospital, can help management avoid making bad decisions, create innovative changes by utilizing the skills and knowledge of the frontline staff, and optimize the use of new technologies.Having a “collective voice” to pressure management to avoid making bad decisions and consider alternative approaches has resulted in improving productivity and the quality of products in companies and hospitals up to 30 percent, reducing costs and at times creating new jobs and additional revenue.Maybe the current strike can help U.S. managers realize that unions can be of benefit to them, too, rather than view them as a burden?Peter LazesWest Stockbridge, Mass.The writer is a visiting professor at the School of Labor and Employment Relations, Penn State, and co-author of the book “From the Ground Up: How Frontline Staff Can Save America’s Healthcare.” More