Education / Youth – Page 17

Education And The GOP

Yesterday, I posted about the continued effort by self-described Hoosier”conservatives” to expand the state’s already massive school voucher program–a program that has failed to deliver the educational benefits that justified it in the first place, while deepening the divides between Americans of different races and religions.

A few days ago, I had coffee with one of Indiana’s most conscientious and effective state senators–Fady Qaddoura (who also happens to be a former, excellent student of mine)– who has introduced a bill to fully fund pre-kindergarden in the state. We discussed that proposal and several other education measures that have been or are likely to be introduced during the legislative session that just began.

In addition to the coffee with Senator Qaddoura, I’ve scheduled meetings with several other people who are knowledgable about both education policy and the Indiana General Assembly. (My retirement allows me to dabble in matters that interest or infuriate me, and–with some prodding from my youngest son–I’ve decided to follow education bills in this session.)

In the course of our discussion, Senator Qaddoura pointed to a very interesting–and very revealing–aspect of voucher legislation that had not previously occurred to me.

The GOP’s voucher program classifies families that earn up to $145,000 per year as “poor” enough to qualify; so the state pays for their kids to attend private schools. When it comes to qualification for state-funded childcare and/or pre-kindergarden, however, families bringing home a mere $27,500 are “too rich” for their children to qualify.

This makes perfect sense–if the actual goal of the voucher program is to encourage an exodus from the state’s public schools, a goal that furthers other obvious goals of Indiana’s GOP: destroying the teacher’s union, and finding a “work-around” of the First Amendment’s prohibition against funneling tax dollars to religious organizations.

The difference in those definitions certainly sends a message about which Hoosiers our Republican legislators are there to serve.

The session has just started, but thus far, a proposall being referred to as the house’s “High School Redesign” bill has been introduced and given a low number (H.B. 1002), suggesting that it is is a GOP priority. As another friend described it,

Basically, it is a new voucher-like program for high schoolers who would get some of their education through an employer/a company. Student support dollars would follow the child to pay for this experience.

I haven’t yet read the bill, but if my friend’s description is correct, it looks like yet another effort to divert dollars from public school classrooms–at a time when Indiana ranks 41st among the states in teacher pay and the state’s public schools have a massive teacher shortage.

Then, of course, there’s the culture war. Education lobbyists fully expect that an anti-CRT bill will be filed, and probably a “Don’t Say Gay” Florida rip-off.

One “culture war” effort that previously failed has already been refiled. It is back again in both the House and Senate (HB 1130 and SB 12). The bill’s synopsis reads:

Synopsis:Material harmful to minors. Removes schools and certainpublic libraries from the list of entities eligible for a specified defense to criminal prosecutions alleging: (1) the dissemination of material harmful to minors; or (2) a performance harmful to minors. Adds colleges and universities to the list of entities eligible for a specified defense to criminal prosecutions alleging: (1) the dissemination of material harmful to minors; or (2) a performance harmful to minors.

I assume that the identification of “harmful” material includes any reference to the existence of LGBTQ Hoosiers, and that the inclusion of “performance” is aimed at those “grooming” Drag Queen Story Hours. (Can’t have someone in a costume reading Green Eggs and Ham…)

Also on the culture war front, there are a few bills that would turn Indiana’s currently non-partisan school board elections into partisan contests. (Wouldn’t want a Democrat sneaking onto one of those school boards…)

There is some good news. In addition to Senator Qaddoura’s bills (one of which includes tightening oversight of charter schools) there is evidently a possibility that Indiana will finally join the great majority of states that pay for textbooks.

I realize that many if not most of the people who follow this blog don’t live in Indiana–and may be uninterested in details about our regressive legislature. That said, these efforts are hardly confined to Indiana. ALEC provides the templates for many of these bills to numerous states, and observers fully expect our General Assembly to “borrow” from states like Florida, where Governor “what Constitution?” DeSantis and his obedient minions in that state’s legislature continue to wage war on gays, “woke” corporations and academic freedom.

Unlike Vegas, what happens in The Backward States does not stay in The Backward States.Unfortunately.

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Another Push For Vouchers

Despite the massive amount of data showing that voucher programs have failed to improve learning outcomes, voucher proponents are gearing up for another effort. The Indiana Capital Chronicle recently published a commentary from Andrea Neal, promoting the notion of “universal” vouchers–“choice” for everyone!

I sent the following rebuttal to the Chronicle, but Steve Hinnefeld got there first.

___________________________

During my academic career, I did extensive research on school vouchers. (I authored the entry on the subject for the Encyclopedia of Public Administration.)

“Choice” sounds great. Providing citizens with a wide freedom of choice–of religion, politics, lifestyle– is a quintessentially American goal. The problems occur when institutionalized choices promote division, undermine civic cohesion, and fail to provide the promised benefits. In the case of vouchers, numerous studies have confirmed that the theorized educational outcomes have failed to materialize, and that children using vouchers to attend private schools have—at best—done no better than their peers who remained in public school, and more often, did considerably worse.

Furthermore, in far too many communities, the “educational choice” being offered is the opportunity to shield one’s children from intellectual and cultural diversity. Vouchers provide parents with tax dollars that allow them to insulate their children from one of the very few remaining “street corners” left in contemporary American society. Whatever their original intent, as vouchers work today, they are mechanisms allowing parents to remove their children from public school classrooms and classmates that may be conveying information incompatible with those parents’ beliefs and prejudices.

In virtually all states with active voucher programs, including Indiana, well over 90% of participating schools are religious. There is considerable evidence that fundamentalist religious schools are teaching creationism rather than science–but it isn’t simply the science curriculum that is being corrupted by dogma. As a 2021 article from The Guardian reported, those schools are equally likely to distort accurate history.

One history textbook exclusively refers to immigrants as “aliens”. Another blames the Black Lives Matter movement for strife between communities and police officers. A third discusses the prevalence of “black supremacist” organizations during the civil rights movement, calling Malcolm X the most prominent “black supremacist” of the era.

The textbooks reviewed by the Guardian are used in thousands of private religious schools–schools that receive tens of thousands of dollars in public funding every year. They downplay descriptions of slavery and ignore its structural consequences. The report notes that the books “frame Native Americans as lesser and blame the Black Lives Matter movement for sowing racial discord.”

As Americans fight over wildly distorted descriptions of Critical Race Theory–a manufactured culture war “wedge issue” employed by parents fighting against more inclusive and accurate history instruction- -the article correctly points out that there has been virtually no attention paid to the curricula of private schools accepting vouchers.

The Guardian reviewed dozens textbooks produced by the Christian textbook publishers Abeka, Bob Jones University Press and Accelerated Christian Education, three of the most popular textbook sources used in private schools throughout the US. These textbooks describe slavery as “black immigration”, and say Nelson Mandela helped move South Africa to a system of “radical affirmative action”.

The Abeka website boasts that in 2017, its textbooks reached more than 1 million Christian school students. The Accelerated Christian Education website claims its materials are used in “tens of thousands of schools.” One of its textbooks still refers to the civil war as the “war between the states,” and has a section titled “Black immigration”–characterizing the slave trade as “sometimes unwilling immigration.”

With respect to Reconstruction, the Accelerated Christian Education textbook contained the following characterization:

Under radical reconstruction, the south suffered. Great southern leaders and much of the old aristocracy were unable to vote or hold office. The result was that state legislatures were filled with illiterate or incompetent men. Northerners who were eager to make money or gain power during the crisis rushed to the south … For all these reasons, reconstruction led to graft and corruption and reckless spending. In retaliation, many southerners formed secret organizations to protect themselves and their society from anarchy. Among these groups was the Ku Klux Klan, a clandestine group of white men who went forth at night dressed in white sheets and pointed white hoods.”

Unsurprisingly, the books were equally biased against homosexuality and same-sex marriage. Science denial, bogus history and homophobia are unlikely to prepare students for life in contemporary American society.

The U.S. Constitution gives parents the right to choose a religious education for their children. It does not impose an obligation on taxpayers to fund that choice, and we continue to do so at our peril.

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And So It Begins

Duck and cover: It’s a new year, with a new session of Indiana’s General Assembly. Hoosiers will be spared the chaos we are witnessing at the federal level, but what emerges isn’t likely to be pretty.

According to the Indiana Capitol Chronicle, our legislative overlords have a number of priorities–among them, continuing their focus on public education, aka telling educators what they can and cannot do in their classrooms. In addition to fiscal and personnel concerns, the Chronicle reports that

Republican state lawmakers have also hinted at the return of a contentious “curriculum transparency” bill that would limit classroom discussions about race, as well as a bill that seeks to prohibit sexually-explicit content in school library books. Versions of both bills sparked widespread debate during the 2022 session, but both failed to pass.

Top GOP legislators are additionally pointing to a draft “Don’t Say Gay” that could ban Indiana teachers from holding classroom instruction about sexual orientation or gender identity.

I will forego my usual rant about these mean-spirited culture-war assaults to describe an (equally misplaced) impending effort to “improve” high school curricula. The article quotes Speaker of the House Todd Huston, who wants lawmakers to “reinvent” that curriculum, and responses to that effort by the “usual suspects.”

Longtime chairman of the House Education Committee, Rep. Bob Behning, R-Indianapolis, said the state’s high school curriculum needs to better prepare students to enter the workforce and should include greater emphasis on the importance of post-secondary education.

Part of that could include making math “more relevant” by tying components like financial literacy, simple interest and mortgage rates into coursework, he said. Other options include more apprenticeship programs — and making those types of opportunities more easily count towards a student’s diploma requirements.

Indiana Secretary of Education Katie Jenner has also doubled-down on the importance of adding additional work-based learning opportunities for students and making it easier for high schoolers to access post-secondary education credentials before graduation.

I am so tired of these persistent efforts to redefine education as job training.

Let me begin by saying I have absolutely nothing against job training, practical skills, or the transmittal of “useful knowledge.” The inculcation of skills and information required to obtain and keep employment is clearly an important endeavor–both for the individual and for society–and the increasingly technical nature of work in the 21st Century often necessitates a significant amount of training.

But both individuals and society pay a steep price when we substitute the transmittal of useful knowledge for education.

It isn’t just Indiana. On college campuses, the years since the Great Recession have been brutal for almost every major in the humanities, and for the social science fields that most closely resemble humanistic ones — sociology, anthropology, international relations and political science. Technology and engineering have gained at the expense of the humanities (and with them, majors in things like sports management and exercise studies…)

That emphasis on job training and the neglect of subjects long thought to be necessary to an individual’s ability to live a good life is also reshaping high school curricula.

When an “education” is limited to the transmission of technocratic skills–when we are teaching students how to derive the one correct answer to that math problem or the one correct way to program that computer–there is a very real danger that we are creating a culture in which every issue has a “right” answer and a “wrong” answer, a prescription for disaster in a world where ambiguity and complexity require careful analyses grounded in a knowledge of history, philosophy and science abetted by critical thinking and communication skills.

Life in the 21st century will require today’s students to do more than find a job and reconcile their bank accounts. They will have to wrestle with confounding ethical and moral questions. They will be challenged to cope with social change, to work with different people having different perspectives, and to appreciate new insights. It will require them to fulfill the obligations of citizenship.

At best, a real education can only provide young people with a “tasting menu,” a sampling of the intellectual riches that generations of scholars and thinkers have amassed. But ideally, that sampling should do three things: foster a thirst for lifetime learning; give them a foundation for understanding the complexities of the world in which they must function; and inculcate an appropriate intellectual modesty–a recognition that there is infinitely more to know.

We are cheating students when we fail to at least introduce them to the intellectual and cultural products of those who have gone before. Making a living isn’t remotely the same thing as making a life.

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Fewer Teachers, Fewer People Running For School Board..

Can you stand one more lament about the Right-wing assaults harming public education?

In a recent column for the Washington Post, Jennifer Rubin reported on an alarming academic study. Researchers found

that the “virulent stream of hyperpartisan political conflict” has had “a chilling effect on high school education.” Teachers are seeking to avoid controversy by “pulling back on teaching lessons in civics, politics, and the history and experiences of America’s minority communities;” incidents of verbal harassment of LGBTQ students are on the rise; and many teachers and administrator are planning to leave their jobs.

The authors of the report surveyed 682 public high school principals, who confirmed that organized campaigns have attempted to intimidate public schools and force changes to align with right-wing ideology. The researchers write, “Our survey data make clear that political conflict over a set of hot button issues occurred at more than two-thirds (69%) of public schools across the nation during the 2021-2022 school year.” Moreover, “Half of all principals report that parents or other community members sought to limit or challenge teaching and learning about issues of race and racism. Nearly half report challenges to school policies and practices related to LGBTQ student rights.” And a third of principals said “parents or community members raised challenges to school library books they deemed inappropriate.”

Researchers have found that “a relatively small group of hostile parents and community members are leading the charge,” despite the preferences of a clear majority of parents who want kids to have an accurate education.( One recent national survey found that over 95% of Americans want high school students to learn about slavery, and 85% want them to learn about racial inequality.)

Perhaps the most troubling finding was the effect of this assault on students’ ability to identify misinformation. Apparently, students in classrooms with educators intimidated by these tactics show a diminished capacity to distinguish between credible and falsified information. At a time when misinformation, disinformation and propaganda are a huge problem, an ability to evaluate the likely accuracy of information is incredibly important, and the best way to help students make those judgements is by arming them with verifiable facts.

Interestingly, these assaults have been most numerous in so-called “purple” communities–areas that were previously reliably Republican but are changing– becoming more Democratic in the wake of Trump and the demise of Roe.

Many principals noted the “mass hysteria” over critical race theory, fueled by disinformation about schools’ curricula. This has impacted schools in purple communities the most, with almost a quarter of principals in such areas reporting that their school board or district leaders limited teaching on race or racism. Only 17 percent of schools in red communities, by comparison, and 8 percent of blue communities did the same.

Purple communities were also more likely to experience MAGA partisans’ attempts to ostracize or stigmatize LGBTQ individuals, Thirty-two percent of principals in purple districts report incidents of “hostile or demeaning remarks toward LGBTQ classmates,” compared with 22 percent in red or blue communities. Across all schools, the percentage of principals reporting multiple attacks on LGBTQ students increased from 15 percent in 2018 to 24 percent this year.

These political assaults aren’t limited to attacks on teachers and principals. Culture warriors trying to protect their political turf are making life miserable for school board members, too.

Here in Indiana, Hamilton County–adjacent to Marion County/indianapolis– is one of those areas that has been turning purple, and Moms for Liberty, a national crackpot organization, ran “anti-woke” slates in several Hamilton County school districts .

As Chalkbeat reports,

The winning candidates in Hamilton Southeastern, Tiffany Pascoe (District 1), Juanita Albright (District 2), Dawn Lang (District 3), and Ben Orr (District 4), were supported by the Hamilton County chapter of Moms for Liberty, a powerful and controversial conservative group that rose to prominence by opposing mask mandates, critical race theory and social emotional learning. The group aims to install like-minded people in school board seats across the country.

Amber Huff Willis (At Large), William Anderson (District 2) and Rebecca Ogle (District 4) won seats on the Westfield Washington school board; they were also supported by Moms for Liberty Hamilton County.

The Carmel Clay school board governs one of the larger districts in Hamilton County, and the effort to take over that board was less successful. Incumbents supporting diversity, equity and inclusion efforts were re-elected; however, one candidate who claimed that “radical liberal teachers” were “indoctrinating” Carmel students won in a very close race.

Our daughter served on the Indianapolis school board for 20 years, and I watched her spend countless hours for very little pay working with colleagues, parents and teachers to improve local public schools.

Given today’s dishonest, ugly assaults, how many citizens will willingly run for school board? Teachers aren’t the only ones deciding it just isn’t worth it.

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What Did You Learn In School Today?

As Hoosiers anticipate the upcoming session of the General Assembly–an anticipation tinged with trepidation for many of us– we would do well to focus on the harms our Lords and Masters at the Statehouse intend to visit on public education this year.

This will be a budget year, and education is a huge part of that budget. I should note that, despite the pious concerns about taxes and spending voiced by Republican legislators each year, Indiana lawmakers have thrown millions of dollars into efforts to privatize education via the country’s largest voucher program, sending those dollars primarily to religious schools while routinely shortchanging the needs of our public schools.

According to the Indiana Capital Chronicle, the state is currently short 2300 teachers, a shortage undoubtedly exacerbated by inadequate pay levels and the legislature’s obvious disdain for the profession, demonstrated by its persistent efforts to dictate what can and cannot be taught in the classroom. In the upcoming session, a don’t say gay bill will be introduced, along with one purporting to keep Critical Race Theory out of the classroom. (The fact that actual CRT has never been in the classroom is irrelevant to the culture warriors, most of whom couldn’t tell you what it is if their lives depended on it.)

Classroom teachers and school board members I’ve talked to are exhausted by the constant assaults by Rightwing parents–the uninformed demands that they teach (or omit) certain materials, efforts to ban books or remove them from school libraries, and hysterical accusations about education perceived to be “woke.” These high-decibel accusations are front-page news, despite the fact that–according to research–the great majority of Americans who actually have children in the public schools are satisfied with the education those children are receiving.

The harassment of teachers and school board members has little to do with what actually goes on in the nation’s classrooms; instead, it is one of the more visible battlefronts in the GOP’s culture war.

The linked study, done by Pew prior to the midterm elections, underscores the fundamentally partisan nature of the assault.

As the midterm election approaches, issues related to K-12 schools have become deeply polarized. Republican and Democratic parents of K-12 students have widely different views on what their children should learn at school about gender identity, slavery and other topics, according to a new Pew Research Center survey.

They also offer different assessments of the influence parents, local school boards and other key players have on what public K-12 schools in their area are teaching. Republican parents with children in K-12 schools are about twice as likely as Democratic parents to say parents don’t have enough influence (44% vs. 23%, including those who lean to each party). And Republicans are more likely than Democrats to say school boards have too much influence (30% vs. 17%). These parents also differ over the amount of input they personally have when it comes to what their own children are learning in school.

At the same time, Republican and Democratic parents – including those with children in public schools – are equally likely to say they are extremely or very satisfied with the quality of the education their children are receiving (58% each) and that the teachers and administrators at their children’s schools have values that are similar to their own (54% each).

The large differences between what Republican and Democratic parents believe their children should learn are illuminating.

When it comes to what their children are learning in school, U.S. parents of K-12 students are divided over what they think their children should learn about gender identity: 31% say they would prefer that their children learn that whether someone is a boy or a girl is determined by the sex they were assigned at birth, and the same share say they’d rather their children learn that someone can be a boy or a girl even if that’s different from their sex at birth. A 37% plurality say their children shouldn’t learn about this in school.

There is also no consensus when it comes to what parents want their children to learn about slavery: 49% say they would prefer that their children learn that the legacy of slavery still affects the position of Black people in American society today, while a smaller but sizable share (42%) would prefer that their children learn that slavery is part of American history but doesn’t affect the position of Black people in American society today.

The self-appointed education experts in Indiana’s General Assembly should take note of another Pew finding: more parents say that state and federal governments have too much influence on what goes on in the classroom–and complain that teachers and principals don’t have enough.

Perhaps if legislators respected teachers–and compensated them accordingly–we wouldn’t be frantically searching for 2300 more of them.

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