Education / Youth – Page 30

Facts Are So Inconvenient

There’s what we believe, and there’s what is true. Sometimes those two things align; often, unfortunately, they don’t.

Most of us have yet to sink to Trumpian levels–in fact, it never ceases to amaze me that Trump can tweet out some nonsense, or make an idiotic statement at a news conference, then blandly deny that he said any such thing. It takes a certain type of mental illness to forget that there is actual evidence rebutting you.

We may not approach Trumpian levels, but most of us do cling to certain “truths” that we desperately want to believe. I’m no different–it took me a long time, well into adulthood, before I realized that my view of America’s past was seriously deficient–heavy on the Founders’ ideals, light on some of their slaveholding behaviors, and pretty much void of what was done to Native Americans, among other things.

Then there were my fond beliefs about America vis a vis other countries. Social mobility. Equality. Rule of law.

I now know–unfortunately–that our once-vaunted social mobility is worse than that of many countries. This helpful infographic shows us 27th--not dead last, but not exactly in bragging rights territory.

In the Age of Orange, I’m not even going to talk about the rule of law; as a concept, it’s beyond Trump’s limited intellect, and as a principle, it has apparently been abandoned by the Mitch McConnell wing of the Supreme Court.

And then there’s equality.

Now, as I tell my students, there are a lot of different ways to think about equality: genuinely religious people will say that we are all equal in the eyes of God; our constitution requires government to treat equally-situated people equally, irrespective of the color of their skin or the beliefs they embrace.

And clearly, we don’t come into the world equally talented or beautiful or intelligent…

But about civic equality as a goal: Another visualization I stumbled across recently–this one from Time Magazine– made me aware of just how unequal Americans are. It uses neighborhood data to pinpoint metropolitan areas with high and low levels of equal opportunity, by searching for areas with relatively small gaps between the highest- and lowest-ranked neighborhoods. (It didn’t help my frame of mind that my own city, Indianapolis, was represented by a dark red dot indicating highly unequal neighborhoods.)

As the text explained:

This information is useful because, even when places have the same opportunity level overall, actually living in those cities can be a very different experience. For example, Colorado Springs and Detroit both score an overall opportunity level of 55. But in Colorado Springs, a typical high-opportunity neighborhood scores an 87 and a typical low-opportunity one scores 24. That might seem like a huge gap. But Detroit’s high is 95 and its low is 2: a much less equal city.

The problem was, when we found areas with small gaps between neighborhoods, those cities tended to be racially homogenous. In other words, children in Provo, Utah, and Boise, Idaho, have access to comparatively equal opportunities, regardless of which neighborhoods they live in—but those cities are more than 80% white.

When combined, in all 100 metro areas covered by the study, neighborhoods where white children lived had a median score of 73. The median neighborhood score for Asian children was 72. It was 33 for Hispanic children and 24 for black children. Black and Hispanic kids live with considerably less opportunity than their white and Asian peers almost without exception.

The disparities are especially wide in certain parts of the country. Milwaukee and its surrounding area has the widest racial disparity in the U.S., despite having a high overall opportunity score. A white child there lives in a neighborhood with a median opportunity score of 85. For a black child, the median neighborhood score is 6.

Once this pandemic is over, there is a long “laundry list” of situations in our country requiring attention and repair. That list needs to be based on facts, not beliefs.

Add equalizing children’s prospects to that list–and put it near the top.

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It Isn’t Just WHAT, It’s Also HOW

As conversations prompted by the presidential primary season devolve into name-calling and efforts to excavate every clumsy observation or error in judgment made by the candidates, it may be time to step back and point to some of the very real, very bipartisan problems Americans have understanding the public policy process.

Politically, we Americans really are bipolar: policies are either good or bad, brilliant or stupid, obvious or obviously ridiculous. Shades of gray? Middle ground? Complex? Perish the thought.

Worse still, we fail to recognize the difference between policy prescriptions and the policy process–that is, the difference between setting a goal and having a strategy for achieving that goal–a workable strategy for overcoming the obstacles and getting from wherever it is that we are to the place where we want to be.

Where we want to be and how we get there are very different questions, although listening to American political discourse, you’d never know that.

The problems with our “good vs. bad” approach are especially visible in the current, heated arguments about charter schools. To begin with, too many participants in those arguments conflate charter schools–which are public schools–with the private, mostly religious schools that have benefitted from vouchers. The issues raised by these two approaches are very different, although you’d be hard pressed to find recognition of those differences when reading angry Facebook diatribes.

But simply recognizing that charters and vouchers are different animals is also insufficient.

A while back, Doug Masson–one of Indiana’s most thoughtful bloggers and a member of a public-school board–pointed out that the difference between “what” and “how” is especially relevant to the performance of charter schools.

Advocates and critics of charters alike make a distinction between charters that are for profit and those that are non-profit. (Research suggests to many of us that educational institutions shouldn’t be run by for-profit ventures, for a variety of reasons.) Masson notes that the distinction requires a closer look. If the management company hired by a non-profit is for-profit, the fact that the school itself is non-profit is probably not very meaningful.

Masson then homes in on a very significant “how” question: what sort of regulatory framework is likely to ensure the success of a state’s charter schools?

There seems to be some evidence that charters can produce positive outcomes under the sorts of tight regulation Massachusetts has. Indiana is absolutely not going to impose that kind of close regulation and I’m guessing the charter advocates aren’t going to be supportive of that sort of regulation going nationwide.

He quotes from the Harvard Political Review:

“It appears that Massachusetts’ charter laws are responsible, at least in large part, for the superior performance of the state’s charter schools. Indeed, Massachusetts prohibits for-profit Education Management Organizations (EMOs), and its process for authorizing charter schools is particularly rigorous. According to Alison Bagg, director of charter schools and school redesign at the Massachusetts Department of Education, Massachusetts is one of the few states in which the Department of Education serves as the sole authorizer of charter schools. “You have some states that have hundreds and hundreds of charters schools, all authorized by these districts or non-profits,” Bagg explained to the HPR. In Massachusetts, by contrast, “it has been historically very difficult to get a charter,” and the state has been recognized by the National Association of Charter School Authorizers as “one of the leaders in charter school authorizing nationwide.”

The charter renewal process is also quite rigorous, according to Bagg. The state monitors charter schools closely and has the ability to close charter schools that have achieved poor results—a practice that is not universal across states.”

Of course, that’s Massachusetts.

In Indiana, by contrast, we get a school corporation like Daleville sponsoring the Indiana Virtual School charter which then takes state money for kids who are dead or have long since moved out of state.

That’s because Hoosiers don’t have a legislature that understands–or cares about– the importance of “how.”

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But What About The Children?

When I was growing up–admittedly, sometime during the Ice Age–children were admonished to tell the truth by being told the story of George Washington and the Cherry Tree.

Granted, it turned out that the story was a fable, but it was widely believed because George Washington was considered an admirable man, an excellent President and an all-around role model for the nation’s children.

Donald John Trump, not so much.

And that’s a problem, because it turns out that Presidential behavior really does encourage imitation. It can normalize ugly behavior, and not just in the already flawed/racist adults that comprise Trump’s base.

A regular reader of this blog recently shared this article with me. After I stopped puking, I decided to share it.

Evidently, it isn’t just Trump’s constant lying, with the implication that “truth” is whatever you want it to be. The article referenced studies that find America’s children using Trumpian rhetoric to bully their classmates–mostly Latino, Muslim and Black classmates.

Children across the US are using Donald Trump’s rhetoric to bully their classmates, a report has found.

The Washington Post reviewed articles throughout Mr Trump’s presidency that reference elementary, middle, or high school bullying and found students using the president’s inflammatory statements, which are often described as racist or xenophobic, to bully.

The newspaper analysed 28,000 articles starting from the beginning of 2016 for its research relating to bullying in the classroom. It found Mr Trump’s words, chants at his campaign rallies, and even his last name were used by students and staff members to harass other people in more than 300 reported incidents.

Of those incidents, 75 per cent showed inflammatory language relating to Mr Trump directed at students who are Hispanic, Muslim or black.

The article recounts incidents in which Latino students were subjected to taunts of “build the wall” and “Make America Great Again.” In one particularly horrific account, last year in New Jersey a 13-year-old boy told his 12-year-old Mexican American classmate that “all Mexicans should go back behind the wall”.

The classmate’s mother approached the bully the next day about his comment and was beaten unconscious by the child.

Buzzfeed also analyzed the impact of Trump’s words and their use to bully other students, and found 50 incidents in 26 states where students who were intimidating or harassing other children used phrases frequently employed by the president.

One incident happened at a high school in Shakopee, Minnesota, where boys in Donald Trump shirts swarmed a black teenage girl and sang The Star-Spangled Banner. But instead of singing the correct lyrics, they replaced the closing line with “and home of the slaves”.

There are multiple reports of native-born white children telling Hispanic or Asian classmates that they will be deported, that they aren’t “real” Americans.

While on a school bus in San Antonio, Texas, a white eighth grader told a Filipino classmate, “You are going to be deported.” A black classmate in Brea, California, was told by a white eighth grader, “Now that Trump won, you’re going to have to go back to Africa, where you belong.”

As incredibly corrupt as he is, as horrible as his policy positions are, and as hurtful to the nation’s most vulnerable children, the emerging research about Trump’s effect on the lessons we want to teach the young about civility, morality and ethics–not to mention racism, sexism and other assorted bigotries– is arguably even more damaging.

Assuming we soundly defeat this crude, ignorant, semi-literate buffoon in November, we will have a lot of remedial work to do. If we don’t, it will be too late to save the children.

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Subsidizing Bigotry

As the country’s diversity and tribalism have grown, America’s public schools have become more necessary than ever. The public school is one of the last “street corners” where children of different backgrounds and beliefs come together to learn–ideally–not just “reading, writing and arithmetic” but the history and philosophy of the country they share.

Today’s Americans read different books and magazines, visit different websites, listen to different music, watch different television programs, and occupy different social media bubbles. In most communities, we’ve lost a shared daily newspaper. The experiences we do share continue to diminish.

Given this fragmentation, the assaults on public education are assaults on a shared America.

Nevertheless, politicians and (especially) religious adherents who feel threatened by diversity and modernity have worked tirelessly to support voucher programs that allow parents to remove their children from public school systems and send them to private–almost always religious–schools, where they study with “their own kind.” The rhetoric around these programs typically defends them as “allowing children to escape failing schools”–although those “failing” schools are hardly helped by sending their already inadequate resources to private schools–despite consistent research showing that vouchers virtually never lead to academic improvement. (They do, however, lead to increased racial segregation.)

As an added indignity, voucher programs send tax dollars to schools that discriminate against LGBTQ children and children with LGBTQ parents. Here in Indiana, Cathedral High School, which received over a million dollars in 2018, fired a gay teacher; Roncalli High School, which also has accepted vouchers worth millions fired a much-loved gay counselor who was in a same-sex marriage.

Recently, in a welcome announcement, two major contributors to Florida’s voucher program announced that they would no longer be contributing to that state’s program, which also allowed recipient schools to deny admission to gay students.

Two of the largest banks in the U.S. say they will stop donating millions of dollars to Florida’s private school voucher program after a newspaper investigation found that some of the program’s beneficiaries discriminate against LGBTQ students.

In a statement to NBC News and CNBC on Wednesday evening, Wells Fargo confirmed that it would no longer participate.

“We have reviewed this matter carefully and have decided to no longer support Step Up for Students,” the San Francisco-based bank said of the voucher program. “All of us at Wells Fargo highly value diversity and inclusion, and we oppose discrimination of any kind.”

In a tweet to a Florida lawmaker Tuesday, Fifth Third Bank, based in Cincinnati, said it has told officials with the voucher program that it will also stop participating.

An investigation by the Orlando Sentinel found 156 private Christian schools with anti-gay views that participated in Florida’s program. Those schools educated more than 20,000 students whose tuition was paid by Florida taxpayers–including, obviously, LGBTQ taxpayers.

The investigation found that 83 of the 156 schools with anti-gay views refuse to enroll LGBTQ students, and that some number of those schools also exclude students whose parents are gay.

“Florida’s scholarship programs, often referred to as school vouchers, sent more than $129 million to these religious institutions,” the Sentinel reported on Jan. 23. “That means at least 14 percent of Florida’s nearly 147,000 scholarship students last year attended private schools where homosexuality was condemned or, at a minimum, unwelcome.”

So much for the American “street corner” and our commitment to civic equality.

We taxpayers are subsidizing segregation and bigotry–without realizing the promised improvement in academic outcomes.

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Beating That Dead Horse

I’m still mulling over that screenshot I referenced a few days ago–the one from the pro-Trump website showing the names and pictures of four people identified as Democratic Senators who were switching to the GOP in protest of the President’s Impeachment.

As you’ll recall, none of them were real Senators–or, probably, real people.

Whoever created that website clearly operated on the assumption that visitors would be partisans so civically-ignorant that the phony names and stock photos wouldn’t trigger doubts or send them to a fact-checking site.

It was probably a well-founded assumption.

We occupy a fragmented media environment that increasingly caters to confirmation bias. As I’ve frequently noted, Americans no longer listen to the same three network news shows and read the same daily newspapers; the ensuing intense competition for eyes, ears and clicks has spawned a treacherous information terrain.

A post at The World’s Most Dangerous Beauty Salon, Inc. is enough to curl your hair. (Sorry–couldn’t resist.) It even has graphs showing how Right-wing hoaxes and Trump’s tweeted lies proliferate.

Yesterday I talked about how Trumpists flocked to their latest article of faith that Trump isn’t really impeached because the House hasn’t transmitted the articles of impeachment to the Senate. There is no basis in law or fact for that belief, but it’s there anyway, virally spreading throughout Trumpland.

Another profoundly stupid message that has evidently convinced those who want to believe: now that Trump is impeached, he’s automatically eligible to run 2 more times.

With rampant propaganda proliferated over social media facts or truth no longer matter. Worse, Trump’s Twitter account amplifies these lies. Every time he tweets one of his insults, childish taunts, threats, or lies, it goes out to millions or users, retweeted thousands of times. In the hands of an immoral politician like Trump, social media is weaponized for the dark side. You can see it, but can also measure it.

The above-referenced graphs of Google trend lines show searches for these “facts.”

When I first practiced law, an older lawyer in my firm told me that there is really only one legal question, and that’s “what should we do?” That maxim applies more broadly; it absolutely applies to the absence of what has come to be called “news literacy.”

Every so often, one of my more naïve students asks why the government can’t just pass a law requiring media outlets to tell the truth. As I try to explain, truth and fact are often honestly contested—and of course, there’s the First Amendment. But we aren’t powerless just because government is prohibited from censoring us.

There’s no reason the private sector cannot develop tools to help citizens determine who they can reasonably rely on—and who they can’t. (The current criticism of Facebook for allowing campaigns to post dishonest political ads is based upon that company’s legal and technical ability to eliminate them.)

What if a nonpartisan, respected nonprofit—say the Society for Professional Journalists—developed an analog to the “Good Housekeeping Seal of Approval,” attesting to the legitimacy of a media source? The award of that seal wouldn’t indicate the truth or falsity of any particular article, but would confirm that the organization was one that adhered to the procedures required of ethical, reputable journalists.

It would take substantial funding, of course, to develop and maintain the capacity to monitor the practices and procedures of media outlets claiming to be “news.” And that “seal of approval” wouldn’t mean that any given report wasn’t flawed in some way—genuine reporters are human and make mistakes. But it would allow citizens who actually care about accuracy and evidence-based reporting to be reassured about the journalistic bona fides of sources they encounter.

Those bona fides are important, because in the new information world we all must navigate, each of us is our own “gatekeeper.” The days when editors and reporters decided what constituted verifiable news are long gone.

And that brings me back to the screen shot shared by my friend.

I know I’m beating a dead horse, but propaganda flourishes when only 26% of adults can name the three branches of government, fewer than half of 12th graders can define federalism and only 35% of teenagers know that “We the People” are the first three words of the Constitution. When politicians make claims that are blatantly inconsistent with America’s history and form of government, widespread civic ignorance virtually guarantees the uncritical acceptance of those claims by partisans who desperately want to believe them.

Adequate civic knowledge can’t guarantee that visitors to a website will know fake Senators when they see them–but it’s an essential first step.

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