Category Archives: Education / Youth

Choice And Consequences

As regular readers of this blog know (and as yesterday’s post confirmed) I am not a fan of school vouchers. My concerns range from the philosophical to the practical, and the emerging research has confirmed most of the practical ones.

One consequence of voucher programs that is rarely, if ever, addressed (although, I will immodestly point out that I have addressed it): the unfair impact on small towns. Vouchers were first promoted as a way to allow poor kids to escape failing inner-city schools. (Ignore, for now, the fact that in Indiana, at least, most vouchers are being used by white kids who are leaving non-failing schools for religious ones…).

Most small towns don’t have enough students to support an alternative to the public school. Since most private schools accepting vouchers are in cities large enough to have inner-cities and multiple schools, and since they are receiving tax dollars paid by people throughout the state, small towns are effectively subsidizing private schools in more metropolitan areas.

Recently, I came across an illustration of this inequity. It’s a story from Stinesville, Indiana, a town I will readily admit I’d never heard of, although I was born (and will undoubtedly die) in Indiana.

With the largest private school voucher program in the country, and a charter sector that has grown “explosively,” Indiana is a poster state for the kinds of education policies pushed by President Trump and his Secretary of Education, Betsy DeVos. But for small rural communities, the growth of school choice over the past six years is now forcing another choice: whether to close the public schools that are at their heart as competing schools pull students and money away. As vouchers and charters were sold to voters, the cost to small towns like Stinesville, IN, where officials voted this week to shutter the elementary school, was left out of the sales pitch.

The article reports on a school board meeting held just last month, at which the decision to close the school was the agenda item.

On this night, October 18, 2017, despite the sleepy look of the downtown street, there is nothing sleepy about school’s parking lot. It is packed. Inside, the gym is full of people, filling the folding chairs that have been set on the floor, and squeezing into the bleachers. Many are wearing red. There are parents with young children, teenagers, and plenty of older people too.

The superintendent explained why he advocated closing Stinesville Elementary School and busing the children to Ellettsville, population 6,600, six miles away: declining enrollment, declining funds and escalating costs.

So what does this have to do with vouchers? The article explains.

As the voucher and charter programs were explained and advertised as “school choice” to the public, one corollary fact was not included: Indiana residents might lose a choice that many of us have taken for granted for decades—the ability to send our kids to a local, well-resourced public school. The kind of school that serves lunch and participates in the federal school lunch program. The kind of school that provides transportation. The kind of school that has certified teachers and a library and is in a district obligated by law to accept all children in the attendance area, including those with profound special needs, and to provide them a free and appropriate public education….

Governor Daniels cut $300 million from the state budget for K-12 in 2009, during the recession. That money was never replaced even as the economy began to recover. Indiana voters wrote tax caps into the state constitution through a referendum in 2010, weakening the ability of local governments to provide services.

Since 2011, public dollars being diverted from the public school system to charters and vouchers have ballooned. By the end of 2015, according to an analysis done by the Legislative Services Agency at the request of Democratic state representative Ed Delaney, $920 million had been spent on charters and vouchers. From its inception in 2011 through the 2016-2017 school year, the voucher program cost Indiana taxpayers $516.5 million.

The article documents the dollars diverted to religious schools from Stinesville’s public school, which had been ranked as one of the state’s most effective, and references research on the negative effects suffered by small communities that lose their schools.

I notice that proponents of “school choice” never discuss these issues.

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Privatization, Florida And Betsy DeVos

Monday was a big day for collusion watchers, and I am becoming more optimistic that this unhinged and unfit child-President won’t serve out his term. That said, the throwbacks, theocrats and corrupt wheeler-dealers who populate the Trump Administration are doing incalculable harm every day.

I know there’s a robust competition for Worst Cabinet Member Ever, but even though Scott Pruitt is a strong contender, I really have to cast my vote for Betsy DeVos. (Apparently, mine isn’t the only such vote; I read somewhere that more people know who she is than any current or previous cabinet secretary, and that her disapproval numbers are off the charts.)

Every day, it seems there’s a new assault on sanity coming from DeVos. I’m particularly enraged (and that’s not too strong a word) by her actions favoring for-profit rip-off colleges, but even her willingness to wink at the private-sector “entrepreneurs” making millions by cheating both government and aspiring students pales in comparison to her pro-voucher fixation.

Recently, the Orlando-Sentinal began an investigative series on Florida’s experience with school privatization; anyone who knows anything about DeVos knows that replacing public schools with private ones, preferably Christian, is her most cherished goal.

As Daily Kos described the report,

Writers Leslie Postal, Beth Kassab, and Annie Martin have put together the first part of what promises to be an infuriating look into the swamp of privatization in Florida’s education system. According to the investigation, private schools in Florida have received $1 billion dollars in scholarship money, while not having to promise much of anything—including hiring teachers with college degrees. And that’s just the tip of the rapidly-melting iceberg.

A few of the hair-raising findings:

The limited oversight of Florida’s scholarship programs allowed a principal under investigation for molesting a student at his Brevard County school to open another school under a new name and still receive the money, an Orlando Sentinel investigation found.

Another Central Florida school received millions of dollars in scholarships, sometimes called school vouchers, for nearly a decade even though it repeatedly violated program rules, including hiring staff with criminal convictions.

One Orlando school, which received $500,000 from the public programs last year, has a 24-year-old principal still studying at a community college.

Upset parents sometimes complain to the state, assuming it has some say over academic quality at these private schools. It does not. “They can conduct their schools in the manner they believe to be appropriate,” reads a typical response from the Florida Department of Education to a parent.

It seems that the Florida program doesn’t require private schools accepting vouchers to comply with those silly standards that public schools are expected to meet, including building codes. They need not show evidence that staff members have been trained to do the tasks the schools claim they can perform. They don’t even have to do background checks– although state law does require schools to do criminal background checks, the law doesn’t require the state to check to confirm that they were actually done.

In recent years, while investigating other problems, the education department caught at least eight schools with staff members who had criminal records. One Osceola school was forced to fire its P.E. teacher and coach when the state discovered his record. But the man now works about a mile away, at another private school that takes scholarship students.

Despite these problems, Florida is one of the states that DeVos is bragging about as she tries to destroy education as we know it. A significant percentage of Florida’s voucher schools must be religious, since DeVos has demonstrated an inability to distinguish between education and fundamentalist Christian indoctrination.

Actually, she has demonstrated an inability to do the job. Repeatedly.

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Footing The Bill For Proselytizing

The Fort Wayne Journal Gazette has reported on Indiana’s school voucher program–the largest such program in the United States–and has followed that report with a wider-ranging, scathing editorial listing additional issues with the program.

The newspaper’s revelations didn’t surprise those of us who have been watching what I can only call “the voucher scam.” Whatever the motives of the people who originally supported these programs–and I know that some of them were sincerely trying to improve educational opportunities for poor children– vouchers have become the weapon of choice for theocrats who have long felt threatened by public education.

As the article notes,

Taxpayers in Indiana are footing the bill for student scholarships to schools that push ultraconservative and sometimes bigoted viewpoints.

More than 30 private schools participating in Indiana’s school voucher program use textbooks from companies that teach homosexuality as immoral, environmentalism as spiritually bankrupt and evolution as an evil idea.

Of the 318 private schools participating in Indiana’s Choice Scholarship Program – a voucher program that uses public funding to help students afford private schools – 36 use at least one textbook or piece of curriculum created by either Abeka or Bob Jones University Press.

The reporters checked the websites of 131 Christian schools that participate in Indiana’s “Choice” program, looking for details about their curricula. If a school didn’t have a website, or the information on the site was inadequate, they reached out via phone and email. Most failed to respond.

Who are Abeka and Bob Jones University Press? How do their textbooks compare with standard classroom materials?

Abeka, a textbook company, is affiliated with Pensacola Christian College, a far-right religious university in Florida that bans “dancing” and “satanic practices” in its code of conduct. Bob Jones University Press is affiliated with its eponymous university, which outlawed interracial dating until the year 2000.

According to education scholars, the textbooks produced by Abeka and Bob Jones are filled with inaccurate history and distorted science. A  historian is quoted in the article saying that the history texts don’t teach anything “that could accurately be called history;” instead, she said, “They are essentially proselytizing for Protestant Christianity.”

In a middle school American history textbook published by Abeka, titled “America: Land I Love,” Satan is blamed for the spread of the theory of evolution and modern psychology, according to a book procured by HuffPost.

A high school world history textbook from Bob Jones University Press also pushes falsehoods and stereotypes. One chapter asserts that it was Jewish religious leaders who plotted to kill Jesus Christ, a myth that has long been used to fuel anti-Semitic sentiment.

Of the 318 schools that currently participate in Indiana’s voucher program, more than 95 percent are explicitly religious. According to the Journal Gazette’s calculations, at least 4,240 children receiving vouchers funded by tax dollars attend schools that use the Abeka or Bob Jones’ textbooks.

Of course, not all participating schools use these texts, and some 34,000 students have now participated in Indiana’s voucher program, so it is only fair to consider how they are doing overall. After all, voucher programs have now been around long enough to be evaluated.

The news isn’t good.

The research simply doesn’t support the rosy claims made by proponents. In Indiana, studies show that children using vouchers have an average annual loss of 0.10 standard deviations in mathematics when compared to comparable public school students; that same research found no statistically meaningful difference in reading.  Research from other states has yielded even more disappointing results.

These schools may be bringing children to Jesus, but they aren’t improving their educations.

So–let’s sum up what we know: Significant resources are being diverted from Indiana’s struggling public schools in order to send funds to private religious schools that do not improve children’s performance in reading, and significantly worsen their performance in math. An indeterminate number of those schools substitute extremist religious indoctrination for accurate instruction in history and science.

This is the Mike Pence “model” that Betsy DeVos wants to replicate nationwide.

These are your tax dollars at work.

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What We Don’t Know…

When I give presentations like the one I recently posted, addressing deficits in civic literacy and the extent of American ignorance of our constitutional system, I often include a statistic from a 2011 survey: only 36% of Americans can name the three branches of government. Audiences tend to gasp. Only 36%! How awful!

Well, the Annenberg Public Policy Center has just released the results of a similar survey taken just this year, and not only has there been no improvement, the results are actually worse.

The annual Annenberg Constitution Day Civics Survey finds that:

  • More than half of Americans (53 percent) incorrectly think it is accurate to say that immigrants who are here illegally do not have any rights under the U.S. Constitution;
  • More than a third of those surveyed (37 percent) can’t name any of the rights guaranteed under the First Amendment;
  • Only a quarter of Americans (26 percent) can name all three branches of government.

When asked about rights protected by the First Amendment, most of those who could name at least one right connected the Amendment to Freedom of Speech. But naming a right obviously isn’t the same thing as understanding it: 39% of those respondents said they support allowing Congress to stop the news media from reporting on “any issue of national security” without government approval.

I’m sure Donald Trump believes that any reporting critical of him is an “issue of national security.” Definitions can be so pesky….

I know I sound like a broken record, but civic ignorance matters. It’s one thing to have different policy preferences and to engage in debates about the relative merits of those preferences; such debates can be illuminating and productive. Most of us have been in situations where we are “schooled” by a person arguing for a different approach to an issue; sometimes, we’re introduced to information we didn’t have, other times to arguments we haven’t considered. Even if we don’t change our own preferences, we appreciate where others are coming from.

However, when one party to a political argument is clearly ignorant of the most basic premises of American government, we don’t consider that person’s point of view legitimate. Those who know better will discount the person, and any organization he or she might represent, in the future.

The problem is, too few of us know better; as a result, we can often be persuaded by arguments that a civically-literate person would recognize as specious.

When Americans don’t know squat about their government, democracy doesn’t work. Voters don’t have the tools to evaluate candidates’ platforms or assess their fitness for office. They can’t hold public officials accountable, because they don’t know what those officials are supposed to be accountable to. 

Activists, candidates and office holders who don’t know what they’re talking about ought to be marginalized for that reason– but as we have seen, when Americans dismiss knowledge and expertise as “elitist,” even profound and obvious ignorance is no longer an electoral handicap. Today, too many Americans don’t vote for the person they consider most knowledgable and thoughtful; they vote for the demagogue who is most closely channeling their bigotries.

We are about to discover that the old adage was wrong: what you don’t know can hurt you.

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Liberals On Campus

A few days ago, the editorial page editor of the Indianapolis Star wrote an article in which he counseled a “young conservative” on how to navigate Indiana University’s “left-wing” campus in Bloomington.

There are so many things wrong with the consistent right wing trope about “lefty” professors, the perceived persecution of their conservative colleagues, and the imagined “indoctrination” of their students–where to begin?

For one thing, these critics are painting with a very broad brush. The so-called “elite” colleges–Harvard, Yale, etc.–probably do have faculties that are disproportionately politically liberal, but there are thousands of colleges and universities in the U.S. that most definitely do not fit that stereotype. Many of them are religious, and others are small and medium-sized institutions reflective of the communities in which they are located; very few of them are bastions of liberal brainwashing.

What this characterization of the “liberal” professorate actually reveals is the unacknowledged (and often unconscious) extremism of those who employ it. As “conservatives” have become more radical and doctrinaire, they have applied the term “liberal” more and more broadly. Today, “liberal” describes anyone who accepts the theory of evolution and the scientific consensus on climate change, anyone who believes  (along with some 80% of NRA members) that we need more rigorous background checks for gun buyers, anyone who supports (along with numerous faith groups and a majority of Americans) a woman’s right to control her own reproduction; and (again with a majority of Americans) anyone who condemns racism and other forms of bigotry.

Positions that used to be considered mainstream and uncontroversial–positions that were held by Republicans as well as Democrats–have become markers of political liberalism.

I’ve taught at the university level for the past twenty years, and if I had to identify one “ideology” that virtually all my colleagues have in common, it wouldn’t be a political “ism” at all; it would be a belief in the importance of data and evidence. What distinguishes academia –what makes its denizens “liberal” in the original sense of that word–is willingness to examine one’s own preconceptions and change positions when credible research proves those preconceptions wrong.

One of the enduring contributions of the period we call the Enlightenment was the scientific method, and what the early American colonists called “the new learning.” Before the emergence of science and empiricism, education began with “biblical truth,” and consisted of studying how “learned men” had explained and justified that truth. You began with the answer and learned how to confirm it. When science came along, it flipped the process: first, you asked  questions, and then, through repeated rigorous experimentation and observation of the world around you, you tried to find answers that others could replicate.

Today, political liberals and conservatives are both prone to start with the answers, and to become angry when data and fact don’t support those answers. The mission of the academy is inconsistent with political ideologies of all kinds; that mission is to ask questions, evaluate data, and follow the evidence to whatever conclusion it requires.

If the contemporary definition of a liberal is someone who accepts the scientific method and the importance of verifiable fact, then I suppose most of us are liberal. If teaching our students to follow the evidence is indoctrination, then we plead guilty.

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