Category Archives: Education / Youth

Could Texas Get Any More Embarrassing?

That’s a rhetorical question.

In my classes, when I need an example to illustrate bad public policy (or utter disregard for settled constitutional principles), I can always count on Texas.  Patheos has reported on the most recent example of Lone Star idiocy (more recent even than the vote in Houston not to extend equal rights to LGBT folks because you just know that would encourage men to dress like women and use the girl’s potties…), to wit:

The Board just rejected a proposal that would allow experts to fact-check textbooks before they’re approved for use in the state’s public schools.

Let me repeat that because it’s so stunningly stupid.

The Board just rejected a proposal that would allow experts to fact-check textbooks before they’re approved for use in the state’s public schools.

This is hardly the first time the Texas Board of Education has been, shall we say, “controversial.” A 2010 NPR report described that year’s effort to purge Texas textbooks of material the board disliked. The Board made changes emphasizing the “importance of Christianity to the founders,” the danger to the country’s solvency posed by “long-term entitlements” like Social Security, and the causes of the civil war. (Those causes were identified as sectionalism, states’ rights and–oh yeah,what was that other thing?– slavery.)

In this case, Board member Tom Ratliff had proposed bringing in academic experts to review textbooks for factual errors only; the measure was voted down after a lengthy discussion about the dangers posed by “pointy-headed liberals in ivory towers.”

As the blogger says..

Because what the hell do “experts” who work in “academia” know about “facts” and “the goddamn subjects they devoted their entire lives to understanding”?

Just kill me now…..

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Brian Bosma’s Very Good Bill

As Indiana’s legislative session gets underway, there is (as usual) plenty to criticize. (Senate Bill 100 –which ThinkProgress has dubbed “The most anti-LGBT LGBT Rights Bill Ever”–probably tops the list. See their analysis of the bill or Doug Masson’s if you want to understand why), but it’s certainly not the only item on that list.

In the interests of balance, however, it’s worth noting that the news is not all negative.

Speaker Brian Bosma has introduced a really good bill, one that will actually support public education in Indiana. (Given the beating that public education has taken at the hands of Indiana’s Administration and legislature the past few years, this is a really positive change.)

The idea is to incentivize young people to go into education; the Next Generation Hoosier Educator Scholarship program promises to give Indiana’s top high school students an opportunity to earn a full scholarship to any accredited in-state school of education, so long as they spend five years teaching in an Indiana classroom after graduation.

The five-year commitment is based upon research suggesting that, after five years, a new teacher is “hooked”–likely to remain in the profession for the long haul.

Although it is very early in the process, the indications are that the bill–or at least the general approach–enjoys widespread, bipartisan support.

Wouldn’t it be great if the upcoming session of the General Assembly turned out to be one in which Republican and Democratic lawmakers worked together on this and other measures to address the actual problems Indiana faces, rather than yet another iteration of the culture wars that have dominated past sessions? (Just the thought makes me tingly all over…)

Good for you, Speaker Bosma!

Now, can you bury S.B. 100? Somewhere deep?

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A Perverse Idea Whose Time Has Definitely Not Come

I think I’ve written before about how profoundly stupid this is. But I may have neglected to mention that it is also perverse.

And I was shocked to see a Brookings Institute “report” seemingly endorsing it.

“It” is Income-Sharing Agreements (aka “indentured servitude”), currently being promoted by former Indiana Governor and current Purdue President Mitch Daniels as a private-sector remedy for the growing burden of student loan debt.

Income Share Agreements are an innovative tool that will, as I have argued elsewhere, allow students to finance college by selling “shares” in their future earnings. Graduates pay back in proportion to the pecuniary value they get from their degree. If the degree proves worthless, the students will pay little or nothing. If the degree is immensely valuable, then the students will pay back a lot. Either way, the payments are, by construction, affordable.

This is a great idea, if your definition of “education” is job training.

How many “investors” are going to finance that philosophy major’s education? How about the student pursuing a degree in English literature? Or romance languages? or basic scientific research that doesn’t promise a quick payoff, as opposed to training in   technologies that generate prompt turnarounds to satisfy consumerism?

Even for students in more “promising” fields, the plan doesn’t eliminate debt; it simply changes the identity of the creditor and the schedule of repayment.

Ultimately, this is one more step on the road to devaluing scholarly inquiry–one more bit of evidence (as if the current crop of Republican Presidential candidates wasn’t evidence enough) of the triumph of American anti-intellectualism.

If it can’t be monetized, it evidently isn’t worth knowing.

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Speaking of Education…

David Schultz–with whom I collaborated on a textbook a couple of years ago–has written a thought-provoking article on the coming decline of the “corporate” university.

The corporate university is being undone by the very forces that created it. The defining characteristic of higher education in the last forty years has been its corporatization, which has transformed the university from an educational community with shared governance into a top-down bureaucracy that is increasingly managed and operated like a traditional profit-seeking corporation.

David points out that–at least since World War II– there have been two very distinct “business models” that have characterized American higher education. The first model was based on public investment in education, and it lasted until the 1970s. “The second, a corporate model, flourished until the economic crash in 2008.”

Public institutions were central to the first model.

The business model was simple: tax dollars, federal aid, and an expanding population of often first-generation students attending state institutions at low tuition. Let us call this the Dewey model,after John Dewey, whose theories emphasized the democratic functions of education.

Beginning with the 1980s, support for all public institutions and programs–including but not limited to universities– began to diminish, and a near-religious belief in the power of markets to cure everything that ails us replaced it.

The corporate university took control of the curriculum in order to generate revenue. The new business model found its most powerful income stream in professional education, including programs in public or business administration and law school, which became the cash cow of colleges and universities. This was especially true with MBA programs, which rapidly multiplied. These programs were sold to applicants with the claim that the high tuition would be more than offset by future earnings.

This business model in part used tuition from professional programs to finance the rest of the university. Students in these programs were able to secure loans to finance their training. The model relied heavily on attracting foreign students, returning baby boomers in need of additional credentials, and recent “baby boomlet” graduates seeking professional degrees as a shortcut to professional advancement.

The consequences of this shift are all around us: ballooning student debt loads, the emphasis on narrow job/professional training and the corresponding neglect of the liberal arts curricula that taught students how to think, the ever-growing dependence on poorly-paid (okay, exploited) adjunct faculty, and the rise of for-profit institutions that promise quick credentialing without the inconvenience of an actual education, among others.

David pulls no punches: as he says, the corporate business model is an education Ponzi scheme, and like all Ponzi schemes, it is falling apart.

Those of us who care about education, who fear the consequences for self-governance of a credentialed but uneducated population, need to figure out how to go about restoring the university’s civic and intellectual mission.

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Diversity and Distrust Revisited

Thanks primarily to the wackier GOP candidates for President (okay, that’s virtually all of them), we’re seeing a recurrence of socially divisive arguments about “political correctness,” abortion, religion and immigration–and an elevation, in unfortunate and not-so-veiled forms, of America’s racist impulses.

I was pondering our current unlovely public discourse, with its rejection of “otherness,” when my eyes fell on my bookshelf, and on Stephen Macedo’s 2000 book, Diversity and Distrust. The book was a meditation on the important civic role played by public schools in multi-ethnic societies like ours. I leafed through it to see where I’d highlighted observations (something that’s harder to do on a Kindle app), and I thought I’d share a few of them:

American public schools have been, in many ways, where the tension between diversity and the felt need to promote shared values has played out most dramatically. This institution has, from its inception, been the principal direct public instrument for creating a shared political culture amid religious, racial, ethnic and class diversity.

..some of the the most basic and widely discussed conflicts around public schools have been the consequence of religious opposition to basic civic ideals.

The [common/public school] was meant to pursue a novel set of civic ends: consolidation under public aegises was essential to the institution’s civic agenda.

The proponents of many orthodoxies, especially perhaps integral and totalistic belief systems, will not be happy with educational institutions that include all of the children within a pluralistic community. We cannot pursue shared civic ends without making it harder for the proponents of some moral and religious doctrines to perpetuate their views.

Macedo’s book was a full-throated–and persuasive– defense of the importance of public education in a diverse democratic country.

In Indiana, we’ve turned our backs on the civic mission of the schools, bowing to the demands of those who value particularist dogma, privatization, interest group politics and profits above the need to create and perpetuate a common American culture based upon our particular (and yes, in that sense “exceptional”) historical and legal commitments.

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