Education / Youth – Page 3

Project 2025, Public Education And The Public Good

Today’s post is a bit longer than usual, so consider yourself forewarned.

As we’ve learned more about the various elements of “Plan 2025,” it looks increasingly like an all-out attack on the America most of us believe in. There’s the assault on women (the effort to take us back to what those nice White “Christian” men consider our proper role as breeders and housemaids); the fight to remove any and all elements of a social safety net (who needs health insurance or Social Security?); the multiple provisions favoring the wealthy over the middle-class; and a full-scale attack on public education.

Time Magazine, among others, has reported on the education portion of the White Nationalists’ plan.

Project 2025, the policy agenda for Former President Trump’s potential first year back in the White House published by the far right conservative think tank the Heritage Foundation, has been making waves recently. Some of the many destructive proposals within the agenda include the elimination of the U.S. Department of Education—along with federal education funding and any civil rights protections—and the diversion of public money to private school voucher programs instead.

Make no mistake: The goal is to end public education.

As the article goes on to detail, the measures in Project 2025 are a continuation of the same efforts we’ve seen the past several decades– efforts to turn education into a consumer good available to those who can afford such luxuries.

We are on the brink of a new wave of public school closures, another step in the decades-long project to divest and dismantle the institution of public school. Disguised as “school choice,” federal, state, local, and private actors have prioritized paying for private and charter schools, hoarding educational resources for the haves and depleting resources for the have-nots.

The policies that Project 2025 plans to prioritize—government payments to families sending their children to private school and creation of new charter schools that are run like businesses—have expanded in the last few years, starving public school districts that serve all students of already insufficient resources. In the 2023-24 school year, at least 70 school districts, including in San Antonio, Texas, Jackson, Mississippi, and Wichita, Kansas, announced permanent closures of public schools, impacting millions of students. These districts are resorting to the harmful, discriminatory, and ineffective so-called ‘solution’ of closing schools in Black and Latine communities, stripping those communities of their local public schools.

The schools already being closed are (not so coincidentally) those in the poorer areas of cities–the schools that serve low-income and minority students, and that have historically been underfunded– depriving the communities around them of “community resources like adult education, polling locations, a place to hold community meetings, and access to democratic community control through school board elections.”

Despite the original rhetoric about opening access to “better” schools for underprivileged kids, voucher programs now primarily benefit upper-middle class parents, many of whom were previously paying to send their children to private and parochial schools.

What is ironic about this effort to deny educational opportunities to those with the fewest resources is how costly it is.

Pro Publica reports that the voucher program in Arizona has “blown a hole” in that state’s budget.

Arizona, the model for voucher programs across the country, has spent so much money paying private schoolers’ tuition that it’s now facing hundreds of millions in budget cuts to critical state programs and projects.

Two years ago, Arizona passed the largest school voucher program in the history of education. The program was generous: “any parent in the state, no matter how affluent, could get a taxpayer-funded voucher worth up to tens of thousands of dollars to spend on private school tuition, extracurricular programs or homeschooling supplies.”

In just the past two years, nearly a dozen states have enacted sweeping voucher programs similar to Arizona’s Empowerment Scholarship Account system, with many using it as a model.

Indiana was one of those states.

Yet in a lesson for these other states, Arizona’s voucher experiment has since precipitated a budget meltdown. The state this year faced a $1.4 billion budget shortfall, much of which was a result of the new voucher spending, according to the Grand Canyon Institute, a local nonpartisan fiscal and economic policy think tank. Last fiscal year alone, the price tag of universal vouchers in Arizona skyrocketed from an original official estimate of just under $65 million to roughly $332 million.

As a result, Arizona has cut $333 million out of water infrastructure projects (as the article pointed out, this in a state where water scarcity is a huge issue). It cut tens of millions of dollars for highway repairs, and $54 million from Arizona’s community colleges, among other cuts.

In Indiana, voucher program costs have ballooned to $439 million, some 40 percent higher than in 2022–2023.

Despite the enormous costs– vouchers haven’t improved educational outcomes.

In the Public Interest recently noted that the assault on public education is part of a larger attack on the very notion of a “public good.”

We define public goods as the things we all need to survive and thrive–the big things: public health, mobility, knowledge, democracy, shelter, clean air and water, the ability to communicate with each other (including, lately, broadband access). Public goods include things we need everyone to have. Those are things that we can only do if we do them together. It is part of our responsibility to each other, and it forms the basis of our society. And for a very long time in the United States, there was a consensus that we need every child, not just one’s own children, to get a high-quality education.

It seems beyond the imagination of many conservatives that people might—or should—care about and feel any responsibility regarding the plight of someone who is not within their own personal sphere or realm of identity. (It also seems of a piece with the way former Ohio Senator Rob Portman became receptive to gay rights only after his own son came out to him.)

Margaret Thatcher once said of society “There is no such thing! There are individual men and women and there are families.”

Such a narrow and individual approach to public policy is at the root of the notion of “school choice,” a catchy name for programs like vouchers that essentially move public money from public schools to private schools. It holds that K-12 education is best offered as a function of the marketplace, something with which only school age children and their parents should be concerned. It doesn’t view education as the necessary component of a functioning democracy, nor does it value the social cohesion that universal public education can foster…

The reality of “school choice individualism” is that schools that receive public money that comes from all of us via vouchers want to be able to exclude some of us. They don’t have to follow the rules of public schools—they can pick and choose students, and they can–and do–discriminate against anyone they choose: those with disabilities, families who are part of the LGBTQ community, and religious affiliations they deem unacceptable.

The article concluded with a dig at JD Vance’s oft-expressed disdain for public goods and “childless cat ladies.”

While many conservatives don’t seem to regard public education as a public good but rather as an expression of a shopping preference for families, the vast majority of Americans do see education as a public good. And that includes those who have school-age children, those with children who are now adults, those who have never had children, and even, we’re sure, quite a few cat ladies.

Meow…

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The Things We Know That Just Aren’t So…

Michael Hicks is an economist on the faculty of Ball State University. He recently published two columns in the Indianapolis Star that deserve widespread attention.

Hicks documents two inconvenient facts: more people move into high-tax areas than into low-tax precincts, and economic conditions in Blue cities and states are significantly better than conditions in Red parts of the country.

Hicks makes that first assertion in a column discussing the repeated mantra of candidates for Indiana’s legislature--elect me and I’ll cut property taxes! High property taxes are why Indiana keeps losing population! He points out that–despite the popularity of these proposals, property tax cuts would be highly unlikely to grow population, employment, GDP or household incomes. The data shows that population growth tends to cluster in high-tax places.

In Indiana, the 10 counties with the highest effective property tax rates alone accounted for 27,105 new residents since 2020, a whopping 61.3% of the state’s entire population growth. The 10 counties with the lowest effective property tax rates saw only 878 new residents, or less than 2% of the state’s growth.

I know many readers will recoil at this challenge to a long-held notion that lower taxes cause growth. However, it is a cold, hard fact that both population and employment growth is positively correlated with tax rates on income and property.

In Indiana, a 1% increase in the average tax rate leads to a 2% increase in population growth. That is simple mathematics.

Why would that be? As Hicks concedes, no one looks at tax rates and says “Let’s move to where taxes are higher.” What they do look at are indicators of quality of life–public services and amenities that will be available to them.

These are places where families judge themselves better off. If you live in a state where families are moving from low- to high-tax regions, your state is underinvesting in local amenities such as schools, parks, and public safety.

That reality–anathema as it is to those who view all taxation as evil–goes a long way toward explaining another phenomenon Hicks has discussed–the difference between the economic performance of Red and Blue areas of the country.

Nationwide, it is unambiguously clear that the U.S. economy is performing historically well. On every important measure — employment, wages, GDP, or wealth — the overall economy is not just performing at record levels, but also outperforming the rest of the world.

Robust national economic performance has benefits for every county and small town, but that does not mean every place shares equally in economic growth. There are plenty of places that continue to do poorly.

And the gap between them is growing. Rich places are, for the most part, getting richer and poor places poorer–in contrast to what has typically happened before. Moreover,

poor places are increasingly governed by Republicans and rich places by Democrats. The gap between rich and poor places might help explain the partisan differences in perceptions of the economy.

The regional differences are compelling across dimensions of rural and urban places, as well as between cities and rural areas.

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The MAGA Vendetta Against Arts And Education

Well, I see where Ron DeSantis has petulantly stripped thirty-two million dollars of art funding from the Florida budget.

Ron DeSantis stripped more than $32m in arts and culture funding from Florida’s state budget over his hatred of a popular fringe festival that he accused of being “a sexual event”, critics of the rightwing governor say.

DeSantis justified his unprecedented, wide-ranging veto of grants to almost 700 groups and organizations by saying it was “inappropriate” for $7,369 of state money to be allocated to Tampa fringe, a 10-day festival that took place earlier this month with a strong message of inclusivity, and its sister event in Orlando.

I talk a lot about culture war on this blog. Usually, that term connotes the growing willingness of MAGA Republicans to publicly indulge their bigotries against Blacks, women, LBGTQ+ citizens and non-fundamentalist Christians, but DeSantis’ recent fit of pique should remind us that the war against anything “woke” extends to important aspects of the actual culture: the arts, certainly, but also public education. (The GOP proclivity for “projection”–accusing others of their own behaviors–is obvious in their hysterical ranting about public education “indoctrination.”)

The most successful effort to replace American public education with religious indoctrination, of course, has come in the guise of “parental choice,” or vouchers, which allow public monies to be siphoned from the public schools and sent disproportionately to religious schools. I have posted repeatedly about that effort, which has not only failed to improve test scores but has increased civic divisiveness and re-segregated the schools in several places.

I forget who first popularized the phrase “you ain’t seen nothin’ yet,” but if Trump should win in November, Project 2025 has outlined policies that would dramatically escalate the attack on public education.

Here are some of the elements of what I can only describe as an assault on steroids:

Title I, the $18 billion federal fund that supports low-income students, would disappear in a decade.
Federal special education funds would flow to school districts as block grants with no strings attached, or even to savings accounts for parents to use on private school or other education expenses.
The U.S. Department of Education would be eliminated.
The federal government’s ability to enforce civil rights laws in schools would be scaled back.

The proposals are contained in a comprehensive policy agenda that’s part of a Heritage Foundation-led initiative called Project 2025: Presidential Transition Project, which includes nearly 900 pages of detailed plans for virtually every corner of the federal government and a database of potential staffers for a conservative administration. It will also feature a playbook for the first 180 days of a new term.

Project 2025 was devised by several former Trump administration officials and allies, working with dozens of aligned advocacy organizations (misnamed “think tanks.”) including Moms for Liberty. You will recall that Moms for Liberty is the organization that fought school boards over COVID-19 safety protocols, advocates for censorship of books in school libraries, and endorses far-right school board candidates.

Trump has said that parents should elect school principals. He advocates the abolition of teacher tenure, has promised to cut federal funding to schools pushing “progressive” social ideas, and pledges to establish universal school choice.

Under the Project 2025 agenda, states would be able to opt out of federal education programs, whose “regulatory burden far exceeds the federal government’s less than 10 percent financing share of K–12 education,” the document asserts.

States would also have full authority to decide how to spend Title I funds, which currently go to schools with large populations of low-income students.

Under the Project 2025 plan, those funds would first flow to states as “no-strings-attached” block grants before they’re phased out in a decade. Parents of students attending Title I schools could even have access to the federal funds in “micro-education savings accounts” to pay for private education or supplemental services for their kids. The plan outlines similar ambitions for funds distributed under the Individuals with Disabilities Education Act, the nation’s special education law, though it doesn’t propose phasing them out.

The assault on public education has displayed the fundamental disconnect between the civic purposes of education and citizens who see education as just another private, consumer good–skills to be acquired (by those who can afford it) in order to enhance the ability of one’s children to succeed in the marketplace.

Access to the arts and a common base of educational knowledge both facilitate civic conversation and cohesion. Both enlarge our understanding of the world we inhabit–its complexity and, yes, its diversity. The arts and liberal education are the antithesis of rigid ideology and group-think.

I assume that’s why MAGA cannot tolerate either.

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An Excellent idea

As I’ve consistently pointed out, those of us who are concerned–okay, frantic–about the state of democracy in contemporary America need to do more than share our gloom with others on social media. We need advice about specific steps that would help ameliorate the situation.

Recently, I offered two sets of specifics: one, by Jennifer Rubin, enumerated what journalists ought to be doing (although logic tells me that most established media outlets will ignore those recommendations, it’s important that citizens recognize deviations from best practices). The other was my own attempt to suggest steps each of us can take.

Today’s post focuses on advice to educational institutions–especially universities, although it might be possible to adapt the recommended program for high school seniors. I came across it in a column by E.J. Dionne, who tells us about a program at a “small, distinguished college that has provided a model that other universities should study and adapt.”

Since 2008, Occidental College in Los Angeles has offered students a chance to join a “Campaign Semester,” in which they dedicate themselves to a political campaign of their choice in presidential and midterm years. Students spend 10 weeks working their hearts out in the field and then the rest of the semester reflecting on what they learned and engaging in the academic study of elections.

The program is the creation of Peter Dreier, an Occidental professor for more than 30 years who spent much of his pre-academic life in federal, state and local politics. Along with professor Regina Freer, Dreier supervises students’ independent study projects and runs the seminar they join after their return to campus.
Its origin owes a lot to former president Barack Obama, who attended Occidental before transferring to Columbia University. Obama’s 2008 campaign inspired a lot of young people, especially Oxy’s students, many of whom approached Dreier to learn how they might work on the campaign.

Dreier suggested they take a semester off, as he did to work on Robert F. Kennedy’s 1968 presidential effort, but quickly discovered that parents and many students were committed to a four-year college schedule. Campaign Semester was born out of a desire to square this circle.

The program allows students to work for either party, but they have to get involved in a contested race–one where the campaign itself will matter and especially one in which students will have to engage citizens with views very different from their own.

The process, Dreier said, requires learning “the skills that it takes to talk to people that you don’t agree with and persuading them.” Paradoxically, perhaps, partisan campaigns might have a better shot than universities at teaching the need to reach beyond comfort zones.

Dionne quoted one student who participated in the program’s first class and had volunteered for Obama’s 2008 campaign, calling her “a starring example of the program’s impact.” That student is now a state representative in Minnesota. “The nuances of policy can be learned in the classroom,” she said, “but the heart of politics — building a shared vision for improving people’s lives — can only be learned out in the field.”

As someone who spent 20+ years teaching university students about policy, I can echo this sentiment. Even in classrooms with students who have different political opinions, forging “shared visions” rarely occurs. Students can be taught to be civil and courteous about their differences, they can be introduced to the considerable technical concerns that policymakers face (and about which they are too often clueless), but those lessons take place in an environment far removed from the day-to- day realities of a political campaign, where getting your candidate’s message out requires a campaign plan geared to the constituency, the recruitment of volunteers, and funding sufficient to allow communication with voters.

Furthermore, much as it pains me to admit, most elections aren’t won or lost on the basis of policy disputes. (Thanks to the Supreme Court and the Dobbs decision, the upcoming election may well be the exception that proves that rule, but only because of the enormous negative effect of that decision). Some combination of a candidate’s persona–charisma, openness, even looks–will play a significant role. These days, partisan passions and grievances matter even more. Unfortunately, American elections aren’t academic debates in which logic and realistic self-interest compel a voter’s support.

Those realities about the democratic process simply cannot be communicated in a college classroom. Internships with campaigns can help, but relatively few students participate in such internships.

Dionne is right–Occidental’s program should be widely replicated.

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It Seems There IS A “Vast Right-Wing Conspiracy”

Remember when Hillary Clinton was widely ridiculed for alluding to the existence of a “vast Right-wing conspiracy”? It turns out she wasn’t wrong. She wasn’t even exaggerating.

And it explains a lot of what’s happening now.

A number of articles over the past couple of years have pointed out that Trump didn’t suddenly turn a once-respectable political party into the MAGA cult with which we’re now dealing. As Maureen Dowd recently wrote in the New York Times, in a column about our corrupt Supreme Court, there has long been “a determined group of religious zealots with a long-term master plan to pack the court with religious zealots.”

“These conservative Catholic and evangelical Christian operators believed they were fighting the biggest moral battle of the modern age, and forced America to debate on their terms,” they wrote. “But despite their public appeals, they did not convince broad swaths of Americans of the righteousness of their cause. Instead, they remained a minority, and leveraged the structures of American democracy in their favor, building a framework strong enough to withstand not only the political system but also a society moving rapidly against them. They took power to remake the nation in their image. And they were far more organized than their opponents or the public ever knew.”

Emerging reporting and research confirm the allegations. Talking Points Memo recently described one such organization–a secret, men-only right-wing society with members in influential positions around the country, intent on recruiting a “Christian government.”

More recently, a study by the American Association of University Professors documented the manufacture of the recent backlash against institutions of higher education. It uncovered a network of Right-wing “think tanks” that has been laying the foundation for those attacks for many years. In a chapter titled “Culture War, Think Tanks, and the Dark Money that Funds Them,” the scholars identified twenty-six national think tanks. Among them were the Center for Renewing America, the Conservative Partnership Institute, the Manhattan Institute for Policy Research, the American Legislative Exchange Council (ALEC), and–of course–the Heritage Foundation.

The report also listed thirty-eight state-Level think tanks, and forty-three organizations it categorized as “Cultural Conservative Think Tanks (including the Claremont Institute, a think tank that figured prominently in efforts to overturn the 2020 election).

Given the purpose of the study, the report focused on eleven of the think tanks that have participated in the culture war by attacking educational institutions.

Many of these think tanks work closely with one another, often sharing personnel and board members, amplifying each other’s work, pushing the same messaging, and supporting shared political objectives. As demonstrated in Appendix 2, this level of coordination is unsurprising given that these think tanks also receive money from the same libertarian and conservative megadonors. Furthermore, as described in the second section, seven of the eleven think tanks are members of the State Policy Network (SPN), an umbrella organization that networks national and state-level libertarian think tanks.

Appendix 2 identifies the wealthy individuals funding these organizations.

The report analyzes a number of “model” bills that aim to impose a conservative Christian worldview on public education and promote election denial, and it describes several of the most extreme–and effective–organizations. One of those is the Manhattan Institute, which “houses Christopher Rufo, Ron DeSantis’ favored “educator.”

Rufo–who is largely credited with weaponizing the term “critical race theory”

started his anti-CRT campaign in a City Journal column in July 2020 where he wrote about diversity training offered by Seattle’s Office of Civil Rights. Since then, Rufo has published over one hundred columns in City Journal, many focused on critical race theory, DEI efforts in schools, woke-ness, so-called gender ideology, and “left-wing radicals” in K-12 and higher education. He claims that “critical race theory is becoming the operating ideology of our public institutions.

DeSantis appointed Rufo to the Board of Trustees at the New College of Florida, Rufo where he helped end the college’s gender studies program (which he deemed “ideological activism”).

After his appointment to the board, Rufo tweeted: “We are now over the walls and ready to transform higher education from within. Under the leadership of Gov. DeSantis, our all-star board will demonstrate that the public universities, which have been corrupted by woke nihilism, can be recaptured, restructured, and reformed.”

The report–with copious citations–is 148 pages long, and for those with the patience to read it all, revelatory.

The White Christian Nationalists who emerged from the shadows to support Donald Trump have been working for a very long time to reassert what they believe to be the proper world order: a society dominated by White Christian men, in which Blacks, women, non-Christians and LGBTQ+ citizens are kept in their deservedly “inferior” places.

They are indeed a “vast Right-wing conspiracy.”

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