Category Archives: Education / Youth

Two Different Worlds…

Some of you reading this post may remember an old love song–I believe it was sung by Nat  King Cole–in which he rejected warnings by an unidentified “they,” to the effect that he and his love came from “two different worlds.” At the end of the song, he promises that their two different worlds will be one.

I’d say their chances were better than those of contemporary Republicans and Democrats.

Over the past few years, a steady stream of research has documented the growth of America’s partisan polarization. Today’s Republicans and Democrats would be more upset if their children married someone of the other party than if they married someone of another race or religion. Facebook and Twitter conversations are filled with expressions of incomprehension (WTF!) of positions taken by the other party.

Now, the Brookings Institution has come up with another indicator that Rs and Ds really do live in “two different worlds.” The researchers were exploring one of the thorniest issues raised by “school choice”–whether, as many of us worry– parents opting for privatized schools see education as a consumer good rather than a public good, thus privileging the inculcation of personal skills over democratic ones.

In holding schools more directly accountable to parents, school choice reforms reduce the influence of the democratic structures and processes that govern traditional public schools. For example, being more responsive to parents generally means being less responsive to school boards. This can have important implications if parents’ desires for their own children’s schools differ from the broader public’s desires for its education system. For instance, schools may look different under school choice reforms if—as is often argued—parents are preoccupied with getting their own children ahead, wanting schools to prepare their children for college and career success at the expense of serving more collective interests for social, political, civic, and economic health.

Questions about how parents’ and the public’s desires for schools differ are among the richest questions surrounding school choice reforms. They are also among the least explored empirically. We recently released a study looking at what parents and the public want from schools. Instead of finding the parents-public distinction we expected, we found a Democrat-Republican contrast we had not considered.

The results were very different from the researchers’ expectations. Parents and the broader public prioritized the same goals–a balance between the personal and the public.

Given these similarities, we wondered who—if anyone—is particularly drawn to “private success.” Did any subgroup of respondents want schools to prioritize students’ private interests over more collective, societal interests?

We ran a logistic regression model to examine which, if any, respondent background characteristics were associated with choosing “private success” as the most important goal. We included all of the usual respondent characteristics in the model: gender, race, ethnicity, educational attainment, age, political affiliation, and parent status. Only one was a significant predictor: Republican respondents were much more likely than Democratic respondents to want schools to prioritize “private success.”

It’s a shame there are no earlier studies that might serve as benchmarks, allowing us to see whether and how these and other attitudes prevalent in today’s GOP differ from those of previous Republicans.

In any event, the pressing question we face now is how to make those “two different worlds” into one–or at the very least, make them overlap.

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Talk About “Discomfort”…

From a recent article in the Guardian, we learn that 

A school district in Minnesota has pulled To Kill a Mockingbird and The Adventures of Huckleberry Finn from its curriculum, arguing that the classic novels’ use of racial slurs risked students being “humiliated or marginalised”.

The article noted that there had been no specific complaints raised from students (or, evidently, their parents) about the classic titles, but the school district was concerned that their use “created an uncomfortable atmosphere” in the classroom.

Discomfort is the whole point.

It is the role of quality literature to make readers uncomfortable. For that matter, the discomfort produced by focusing on a new or different perspective, or uncovering a truth that has been avoided, is what makes all the arts valuable windows into the human condition.

Afflicting the comfortable requires wrestling with unlovely aspects of our common life that most of us would rather not address or even acknowledge.

I was disappointed to read that the president of the local NAACP  applauded the decision.

The Duluth move was supported by the National Association for the Advancement of Coloured People, with president of the local chapter Stephan Witherspoon saying the books were “just hurtful” and use “hurtful language that has oppressed the people for over 200 years”.

“It’s wrong. There are a lot more authors out there with better literature that can do the same thing that does not degrade our people. I’m glad that they’re making the decision and it’s long overdue, like 20 years overdue,” he said. “Let’s move forward and work together to make school work for all of our kids, not just some, all of them.”

Distaste for the language is understandable, but efforts to suppress certain words are what give those words their power. Looking honestly at the ugliness of racism–without efforts to convey it in a more “abstract” or “polite” fashion–is intended to produce discomfort. The immediacy of the assault on our contemporary sensibilities–within the context of profoundly anti-racist storytelling–is educational in a way that less offensive formulations that distance the reader from the reality of the ugliness is not.

That point was made by National Coalition Against Censorship.

While the NCAC said it was “understandable that a novel that repeatedly uses a highly offensive racial slur would generate discomfort among some parents and students,” the anti-censorship organisation argued that “the problems of living in a society where racial tensions persist will not be resolved by banishing literary classics from the classroom.

“On the contrary, the classroom is where the history, use and destructiveness of this language should be examined and discussed. It is there that the books’ complexities can be contextualised and their anti-racist message can be understood,” it said. “Rather than ignore difficult speech, educators should create spaces for open dialogue that teaches students to confront the vestiges of racism and the oppression of people of colour.”

Using these books in the classroom, where teachers can lead a discussion about why these words are so offensive, and why the attitudes they convey have been so destructive to our country, is far better than banishing them to an “optional reading list,” where students will read them without the historical context and explanation that classroom discussion can provide.

This effort to shield students from material deemed “uncomfortable” is not unlike efforts a few years ago (I believe in Oklahoma) to eliminate incidents from the history curriculum that showed the United States in an unfavorable light.

You don’t produce patriots by lying to students about their country’s past, and you don’t produce inclusive, anti-racist citizens by pretending that racists used nicer language.

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ALEC and Indiana’s Voucher Program

A friend recently sent me a rather eye-opening article by three Ball State University researchers. It appeared in an academic journal aimed at school superintendents: The AASA Journal of Scholarship and Practice. (No link available.)

The title was provocative: Hoosier Lawmaker? Vouchers, ALEC Legislative Puppets, and Indiana’s Abdication of Democracy. Few scholarly articles have titles quite that…combative, but the data was compelling (and the four pages of references were impressive).

Indiana has the nation’s largest voucher program, a result the article attributes to the excessive influence of ALEC (American Legislative Exchange Council) in the state. ALEC is a corporate lobbying organization, and its educational task forces are funded by the Charles Koch Foundation, the DeVos Foundation, the Friedman Foundation, Koch Industries, Sylvan Learning and several others; it’s fair to say–as the authors do– that the intensely ideological organization believes “competition is the only legitimate organizing principle for human activity.”

Some 25% of Indiana legislators are members of ALEC, which has been “a legislative force working silently behind the scenes in the Indiana Statehouse.”

The article traces the growth of Indiana’s school voucher program through its abandonment of initial enrollment caps, and the jettisoning of the early rule that children would not be eligible for vouchers unless they’d attended a public school for at least one year. Today, 55% of children using vouchers never attended a public school, and children who enroll in private preschools that accept vouchers are “automatically enrolled” in Indiana’s “choice scholarship” program.

The program is no longer limited to poor children, either: 31% of voucher families could afford private school tuition without state subsidies.

State support for vouchers in 2016-2017 totaled 146.1 million dollars. Between 2011 and 2017, Indiana has spent 520 million dollars on vouchers–and those are dollars that would otherwise have supported public schools. (To add insult to injury, the General Assembly has not required financial reporting by voucher schools–although public schools must disclose their finances.)

In the U.S., 80% of children in private schools are in religious schools; in Indiana, that number is 98%.

So much for the law and the money and the overwhelming influence of ALEC and religion: how are voucher schools performing?

Not very well.

Research shows “persistent, statistically-significant negative impacts” in math, and no improvement over public schools in reading. According to the report, almost 25% of these schools earned F grades from the state in 2015-16, compared to 5% of public schools ; every single online school got an F.

Then there’s segregation. Indiana’s voucher program has “become increasingly affluent and white,” which shouldn’t surprise us, since these schools “set their own admission standards and can reject students for any reason.”

There is much more–none of it reassuring.

Indiana’s voucher program is driven by the libertarian ideology of ALEC and the religious zealotry of Mike Pence and (later) Betsy DeVos–not by considered policymaking by school boards elected to make those policies. The program is draining resources from  schools that serve all children, and redirecting those resources to religious institutions that may or may not be teaching real science and accurate American history.

My biggest problem with these programs is in their underlying assumption that education is just another consumer good–a set of skills to make one’s child competitive in the marketplace. Certainly, schools should provide those skills, but in the U.S., public education is also, in Benjamin Barber’s felicitous phrase, “constitutive of a public.” It is an essential element of democracy, especially in a country as diverse as ours.

Our democratic institutions and norms are currently under unprecedented attack from a feckless Congress and a lunatic in the White House–this is no time to shortchange the public schools, no time to abandon e pluribus unum for profit-making ventures offering tribal truths and substandard educations.

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What Is WRONG With These People?

I don’t know why I constantly ask that question–I know what’s wrong with them. They are greedy and unethical, none too bright, and they lack both human empathy and any concept of justice. The better question is why are they this way? (There used to be a theory about punitive toilet training…)

Are you wondering what has set me off this time?

The Hill reports that

The GOP bill to reauthorize the Higher Education Act, introduced by Rep. Virginia Foxx (R-N.C.) on Friday, would eliminate the Public Service Loan Forgiveness program, which erases student debt for those who work for qualifying employers after making payments for 10 years.

The qualifying employers include government organizations and nonprofits, according to the federal student aid website. Those who volunteer for the Peace Corps or AmeriCorps are also eligible.

God forbid we should offer people an incentive to enter into (underpaid) public service! No, we should reserve government positions for people who are able to take advantage of the opportunities–people who can use those positions to line their already-overflowing pockets.

People like Betsy Devos.

The Washington Post reports that DeVos recently awarded her department’s debt-collection contracts to two firms, one of which she had invested in shortly before becoming Secretary of Education.

A company that once had financial ties to Education Secretary Betsy DeVos was one of two firms selected Thursday by the Education Department to help the agency collect overdue student loans. The deal could be worth hundreds of millions of dollars.

Previously, the Department has used as many as seventeen companies to collect overdue student debt. Suddenly, they need just two.

DeVos presumably divested her stake in the successful bidder as a condition of her appointment, but of course, once she leaves, she will be perfectly free to reinvest or engage in other business dealings with a company that now owes her big time.

What makes this “deal” worth hundreds of millions of dollars–and what makes me so livid–is that DeVos is methodically engaging in a process of overturning Obama-era regulations that were–by any measure–efforts to be fair to the students DOE presumably is there to serve.

It was DeVos who proposed eliminating the Public Service Loan provision. It is DeVos who has reversed the Obama Administration’s decision to forgive loan indebtedness from students who were defrauded by predatory for-profit “universities.”

CNBC took a look at some of the DeVos policy changes, noting that terminating the Public Service Loan Forgiveness program would “drastically impact public servants who have made significant financial and career decisions based on PSLF provisions.”

CNBC also reported that

Under the Obama administration, the Department of Education was incentivized to award Federal Student Aid contracts to debt collection companies with the strongest records of helping borrowers and the lowest rates of loan defaults.

One of Education Secretary Betsy DeVos’ first major moves was to revoke this policy, making it more likely for the government to award Federal Student Aid contracts to companies that sell their services for the lowest price. These low-cost collection companies often offer riskier loans and provide less support to individuals trying to navigate the student loan maze.

Betsy DeVos is a poster child for an administration in which absolutely no one has the slightest concept of “the public good”– or, for that matter, ethical governance.

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Normalizing Segregation

George Wallace, the former Governor of Alabama,  is most remembered for his defiant opposition to school integration, and his statement “Segregation now, segregation tomorrow, segregation forever!”

Reading about his efforts today, we tend to assign him to the wrong side of history and dismiss him, but I’m beginning to worry  that his statement was more predictive than defiant.

A few days ago, I blogged about some illuminating, if troubling, research into the effects of geography on social attitudes. I’m only a few chapters into The Space Between Us, but it has already confirmed what most of thoughtful people realize: the more physically segregated different populations are, the more wary and distrustful of each other they are likely to be.

And let’s face it; America remains segregated. Especially when it comes to blacks and whites, we worship separately, we live in different city neighborhoods, and sixty-four years after Brown v. Board of Education, our children still attend different schools. The institutional arrangements may have changed, but in far too many cases, the results have not.

A recent Brookings Institution report describes how the charter school movement–despite its best intentions–is accommodating itself to racial segregation.

Charter schools didn’t create segregation, but the charter school movement isn’t helping to end it either.

When Martin Luther King Jr. said, “We must never adjust ourselves to racial segregation,” he wasn’t suggesting that black kids need white kids and teachers in the classroom with them to learn. King was acutely aware that segregation sustains racial inequality in schools and other institutions. Education reform without an explicit attempt to dismantle the sources of inequality isn’t a moon shot toward justice; it is simply a maladjustment to injustice.

Figures available for the 2014-2015 school year disclose that over a thousand of the nation’s 6,747 charter schools had minority enrollment of at least 99 percent.

In the all-charter district of New Orleans… virtually no (less than one percent) white students attend schools that have earned a “D” or “F” performance rating. But 77 percent of white students are enrolled in “A-” and “B-” rated schools, according to a new report by non-profit advocacy group Urban League of Louisiana. It is unthinkable that this situation would be tolerated if the students’ races were reversed. It is clear that segregation, and who gets a quality choice, matters.

In all fairness, the charters are simply replicating–rather than remedying–the separate but definitely not equal status of most public systems.

The average public school is 2.6 percent less white, 1.8 percent more black, 0.9 percent more Hispanic, and 0.3 percent more Asian than its surrounding neighborhood,” according to the study. No surprise there.

The segregated state of our schools helps maintain the inequitable funding that determines families’ educational options. When the government-backed Home Owner’s Loan Corporation developed color-coded maps to sort out who could receive mortgage lending, blacks who lived in the red sections of the map were not given loans. And of course, the most well-resourced schools just happen to be located in the most expensive neighborhoods.

Proponents of charter schools argue that they are actually disrupting school districts that were created to be discriminatory, and that their availability improves poor parents’ options. As the Brookings report concedes, providing children who live in segregated neighborhoods a quality education is an excellent goal (although as the research continues to show, it’s a goal as elusive for most charters as it is for too many public schools–charters offer no magic bullet).

Real reform will require us to pay attention to the sources of educational inequity–and that means addressing social ills like poverty and residential segregation. As the Brookings report put it,

In many cases, school district lines are the more potent Confederate monuments that we still need to take down.

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