Tag Archives: education

Unintended Consequences

One of the trickiest problems facing policymakers is the risk of unintended consequences. Even policies passed with the best of intentions can produce very negative outcomes, often to seemingly unrelated issues. Good policy decisions rest both on proper diagnosis–that is, a thoughtful and informed analysis of the problem to be solved and its causes–and on recognition of the effects a proposed policy change might have on other areas of American life.

Those two requirements of sound policymaking–proper diagnosis and an understanding of what we might call the “inter-relationship” of policy areas–require policymakers to be competent and informed. Enormous damage can be done by ideologues impatient with pesky realities, or self-important ignoramuses acting with limited understanding..

Considerable harm can be done unintentionally by people who lack the knowledge necessary to see the probable consequences of their ignorance. What makes the coming Trump administration so terrifying is that it is composed almost entirely of such people.

Trump himself is clearly unable to understand the logical outcomes of his threats–think his love affair with tariffs, which would vastly increase inflation, or the effects of his plan to deport millions of immigrants, many of whom American farmers rely upon to pick their crops.

I thought about the problem of unintended consequences when I came across an article focused on the unfortunate effects of even well-meaning legislation passed by thoughtful legislators. 

Richard Rothstein wrote The Color of Law, a book I heartily recommend. It was an eye-opening history of the many laws that created America’s residential segregation, and any reader who comes to it while laboring under the misapprehension that such neighborhoods arose by chance or choice will discover otherwise. (I will admit to being shocked when I read it, and I did know some of what he covered.)

In the linked article, however, he takes analysis a bit farther, and shows how that shameful history led to a seemingly unrelated bill that worsened the negative outcomes of residential segregation.

I was recently asked how I came to write The Color of Law. The answer is this: In the 1990s and early 2000s, I had been a journalist and policy analyst studying public education. At the time, it was conventional wisdom that the “achievement gap”—black students having lower average performance than white students—was caused by lazy or incompetent teachers of low-income children. In 2002, this view, shared across the political spectrum, was enshrined in federal legislation: the “No Child Left Behind” law. Its theory was that if we shamed teachers by publishing their low-income African American students’ test scores, the teachers would work harder and the achievement gap would disappear. Residues of this law continue to this day. If you wonder why elementary and secondary schools are so obsessed with administering standardized tests and reporting their scores, it’s because of that policy.

Rothstein eventually concluded that lower average achievement of these pupils wasn’t due to deficits of instruction, but to the

social and economic challenges that children brought with them to school—for example, greater rates of lead poisoning that resulted in damaged cognitive function; living in more polluted neighborhoods that led to a higher incidence of asthma that kept children up at night wheezing and coming to school drowsier the next day; lack of adequate health care, including dental care, that brought more children to school with distracting toothaches, and on and on…

Looking back on this now, it’s remarkable that the book treated these all as individual student disadvantages, and made very little mention of segregation. But I soon thereafter realized that it was one thing if individual students came to school with one or more of such challenges; it was quite another if many students in a school did so, overwhelming the ability of even the best teachers to overcome them. We call such schools “segregated” schools and so I began to think of school segregation as the greatest problem facing American public education. And as I thought about it further, an obvious fact struck me: the reason we have segregated schools is because they are located in segregated neighborhoods. For me, a logical next step was to view neighborhood segregation as a school problem, one that writers about education policy should consider more carefully.

That insight led Rothstein to write The Color of Law. It should caution us to recognize the complex and inter-related nature of so many of the issues modern America faces.

We will soon see what happens when the government is run by people who don’t understand H.L. Mencken’s observation that “For every complex problem, there’s an answer that is clear, simple, and wrong.”

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The Big Sort

I have frequently cited a 2009 book by Bill Bishop, titled “The Big Sort.” Bishop pointed to a then-emerging trend of “voting with one’s feet”–the tendency of many Americans to relocate to places that they find philosophically and politically compatible. The consequences of such sorting can be troubling. What happens when most neighbors agree with your outlook and values, reducing the need to accommodate disagreement or defend your woldview?

I read “The Big Sort” when it first came out, but I still ponder many of the issues it raised. One issue that it didn’t raise, however–at least, I don’t recall Bishop paying attention to it–involved “macro” outcomes: what if the sorting led to very different economic and quality-of-life differences between what we’ve come to identify as “Red” and “Blue” parts of the country?

More than a decade after the book, we are seeing major differences emerge. A recent column by Michael Hicks focused directly on that outcome. As he writes,

Of the 20 richest states today, 19 are solidly Democratic. Of the poorest 20 states, 19 are solidly Republican. The GOP dominates in poor, slowly growing states, while the Democrats dominate politics of prosperous, faster-growing states.

Hicks notes that these differences are largely an outcome of the nationalization of our politics. In former times–in fact, up until the late 1990s– there were conservative Democrats and liberal Republicans. But then, state parties began to align with national politics.

Even races for local municipal government tend to be nationalized. State and local issues are often ignored, or barely discussed in primary or general elections. The homogeneity of national politics will naturally cause parties to represent more similar places.

Hicks then echoes Bishop, finding household sorting by politics. “Though most sorting happens at the sub-state level” (presumably, rural and urban) “the nationalization of politics means that state borders now affect household location choice.” Voters are choosing the political landscapes they prefer.

Hicks notes that when he began researching state and local policy some quarter-century ago, state legislators focused more on local issues; now, many take their “legislative marching orders from national think tanks or national parties. Today, elected leaders from both parties are expected to advance similar legislation, typically written by think tanks, everywhere at once.” (That is certainly the case in Indiana, where our dreadful General Assembly obediently does ALEC’s bidding.)

Education, Hicks tells us, is the most consequential policy difference between thriving Blue states and struggling Red states like Indiana.

The most likely cause of divergence between rich and poor places is the fact that human capital — education, innovation and invention — replaced manufacturing and movement of goods as the primary source of prosperity. In other words, places that grow will collect more human capital. However, the educational policies pursued by both parties are vastly different.

The GOP has largely tried to adopt broad school choice, while cutting funding to both K-12 schools and higher education. The Democrats have largely eschewed school choice, but amply fund both K-12 and higher education. Today, 17 of the 20 states with high educational spending are Democratically controlled and 17 out of the 20 lowest funded states are GOP strongholds.

There’s more to education than spending. Still, higher educational spending, even if it means higher tax rates, is leading to enrollment and population growth. Educational attainment differences alone explain about three quarters of the difference in per capita income between states.

At the same time, school choice effects are smaller than almost anyone hoped or expected. Today, it’s clear that the average student in private school underperforms their public school counterparts (charter schools tend to out-perform both). So, if poor states spend less on education and rely more on school choice, they will become poorer than states spending more on public education.

Economists have been saying this for three decades, with little effect. The prognosis is simply that poor states like Indiana are going to get poorer for decades to come while rich states will grow richer.

Here in Indiana, incoming Governor Braun has made expansion of the state’s voucher program a key priority. He wants to make it “universal,” meaning the eradication of income limits. Indiana’s program is already disproportionately used by upper-middle-class parents; Braun’s proposed giveaway would allow participation by even more privileged families (So much for the pious assurances that vouchers would allow poor children to escape “failing” public schools.)

Vouchers don’t improve educational outcomes, and they drain critical resources from the public schools that continue to serve the overwhelming majority of Indiana children.

If Hicks is reading the data correctly–and I believe he is–states like Indiana will continue to decline, and educated citizens will choose to move elsewhere.

Continuing the “sort.”

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Policies Matter

One of the most unfortunate aspects of our current politics is the way tribalism has obscured policy differences. As we head into the 2024 election, few–if any–voters will base their votes on the candidates’ different policy positions. That’s not a criticism of America’s voters. At the top of the ticket, our choice is between a senile megalomaniac whose sole “policy” (if it can be dignified by the term) is hatred of “the Other” and an opponent whose sanity and competence outweighs other considerations.

This won’t be a Presidential election where thoughtful policy differences drive votes, and that’s frustrating for those of us who are policy nerds.

The situation is somewhat different at the state level, however. America’s states have settled into Red/Blue tribal divisions that may or may not hold. For those of us who follow policy preferences and their outcomes, those Red and Blue states provide a rather striking natural experiment, and Blue state policies have emerged as clearly superior.

For example, The American Prospect recently ran an article comparing Oklahoma–a very Red state–with Blue Connecticut.

In Oklahoma, nearly a quarter of children live in food-insecure households, one of the highest rates in the country. The Annie E. Casey Foundation’s KIDS COUNT, its annual compilation of child well-being data, ranked Oklahoma 46th in the nation overall—as well as 49th in education and 45th in health.

Yet Oklahoma’s Republican Gov. Kevin Stitt rejected the roughly $48 million of funding for the 2024 Summer EBT program and announced in August the state would also not participate in the program next summer. Oklahoma was one of 13 Republican-led states that declined this year’s summer grocery benefit. “Oklahomans don’t look to the government for answers, we look to our communities,” a spokesperson for the governor said in a statement regarding the decision to decline the funding, which they referred to as a “handout.”

Halfway across the country, KIDS COUNT ranked Connecticut 8th overall, 3rd in education, and 11th in health. But the state, which also participated in Summer EBT this year, faces a hunger problem as well—more than 15 percent of children live in food-insecure households. In fact, Connecticut was one of the first states in the country to pilot its own program in 2011.

The article noted numerous other differences attributable to policy choices. Life expectancy in the two states had been roughly equal in 1959; today, folks in Connecticut live 4 years longer on average than those in Oklahoma. Oklahoma–with Wild West gun laws similar to those in Indiana– had the 13th-worst rate of gun violence in the U.S., while Connecticut had the 45th-worst rate.

Research shows that, as political parties nationalized, state governments followed the governing party’s ideology. Differences in outcomes followed.

State government, after all, plunges into the day-to-day minutiae of our lives through decisions about health, education, social services, criminal justice, and more. For example, families in some states get money to keep their kids fed during the summer; in other states, they don’t. 

The lengthy article illustrates the multiple ways in which these ideologically-driven policy differences affect both individual citizens and economic performance in the state. It’s well worth a read. 

Another article–this one from the American Prospect—focuses on educational vouchers, a policy choice I frequently discuss. The article warns that Red state expansion of universal school vouchers is likely to have profound impact on the lives of young people.

As states race to pay for families to send their kids to private schools, blowing up state budgets in the process, the schools attended by the vast majority of kids will be left with far fewer resources, blunting their prospects. By design, funds are being shifted away from students in poor and rural areas and into the pockets of affluent parents, entrenching inequality in the process.

Among the other detriments of these programs is an almost-total lack of oversight. In Arizona, for example, parents are allowed to direct education funds, not just to the school of their choice, but to anything they might call “education.”

As Arizona’s superintendent of public instruction Tom Horne, a loud proponent of vouchers, admitted in an interview, the state’s emphatically hands-off approach means that there’s nothing to prevent parents from using public dollars to teach their kids that the Earth is flat. Indeed, state law prohibits any kind of public oversight over the burgeoning nonpublic sector of private schools, homeschooling, and microschools, which are for-profit ventures in which small groups of students learn online while being monitored by a guide.

If, as economists insist, economic development depends upon the existence of a well-educated workforce, vouchers don’t just shortchange the children in sub-par private schools. They eventually impoverish the state.

Policies matter.

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Those “Indoctrination” Charges

In a recent New York Times essay, Jamelle Bouie considered the accusation–increasingly leveled by the Right–that educators (especially but not exclusively at the university level) “indoctrinate” students.

When I first stumbled across that accusation, I found it ludicrous. As any professor will confirm, teachers are lucky to “indoctrinate” students sufficiently to get them to read the course syllabus. Like so many of the loony-tunes beliefs that have currency on the MAGA Right, this one is prompted by the conviction that no one could really disagree with their perspectives, so if many younger Americans reject their world-view, that rejection must be due to pernicious activity by those hated “libruls.”

As Bouie notes, they’re paranoid. He began his essay with examples:

According to Tim Sheehy, the Republican nominee for the U.S. Senate in Montana, young people have been “indoctrinated” on the issue of abortion.

“Young people, listen up, they’ve been indoctrinated for too long. We don’t even try to talk to them anymore,” Sheehy said at an event last year.

This idea that young voters have been indoctrinated — or even brainwashed — to reject Republicans and conservative ideas has significant purchase on the political right. Last month, responding to suggestions that institutions were controlled by left-wing ideologues, Dan Crenshaw, the pugilistic Republican congressman from Texas, declared that “the Left” had “turned higher education into a tool for indoctrination, rather than education,” and that “the Right needs to fight back” and “challenge the ideological chokehold on education” lest “woke elites” keep “pushing irrational leftist ideas.”

And last year, Elon Musk told his more than 100 million followers on X that “parents don’t realize the Soviet level of indoctrination that their children are receiving in elite high schools & colleges!”

As Bouie concedes, ordinary Americans often worry that, as their children find friends and have experiences outside the home, they will adopt ideas that differ from those with which they’ve been raised. But as he says, that is not what we have here. “What we have here, coming from these conservative and Republican voices, is the paranoid assertion that the nation’s institutions of higher education are engaged in a long-running effort to indoctrinate students and extinguish conservatism.”

After all, the ideological defection of one’s children couldn’t possibly be attributable to their encounters with reality. It must be a result of nefarious “grooming” and “indoctrination.” As Bouie points out,

To start, a vast majority of young people attending institutions of higher education in the United States are not enrolled in elite colleges and universities. They are not even enrolled in competitive or selective institutions. Instead, most college kids attend less selective schools where the most popular degree programs are ones like business or nursing or communications — not the ever-shrinking number of humanities majors blamed for the supposed indoctrination of young people….

If, as the latest youth poll from the Harvard Institute of Politics suggests, most young people in the United States reject the Republican Party’s views on abortion or climate change or health care or gun regulation, it’s less because they’ve been indoctrinated to oppose ideological conservatism and more because, like all voters, they have come to certain conclusions about the world based on their experience of it. A young woman looking ahead to her future doesn’t have to be brainwashed to decide that she wants the right to decide when and whether to have a child. A young man with memories of school shootings on the news and shooter drills at school doesn’t need to be indoctrinated to decide that he wants more gun control.

These students haven’t been indoctrinated; they’ve encountered reality–facts, evidence and experiences at odds with the beliefs of the cult. As Bouie says, “It’s the same with any group of voters. That’s just the way democracy works.”

But Republicans have made “democracy” a dirty word. And they seem to have given up on persuasion in favor of trying to win power through the brute-force exploitation of the political system. Why win over voters when you can gerrymander your party into a permanent legislative majority? Why try to persuade voters to reject a referendum you disagree with when you can try instead to change the rules and kill the referendum before it can get on the ballot? Why aim to win a broad national majority when you can win — or try to snatch — a narrow victory in the swing states?

Why consider the possibility that you might be wrong about climate change denial, or the government’s right to force a woman to give birth?

In the real world, professors lack the ability to indoctrinate, Jews don’t have space lasers, and liberals don’t control the weather.

The kids are just sane.

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Some Arguments Just Go On And On…

Back in the day, when I served in the Hudnut Administration, I marvelled at the persistence of some issues. The city battled over drainage, for example, year in and year out. And while the particulars have changed, Hoosiers–and all Americans–have engaged in pitched battles over education policies as long as I can remember. Can children be required to pray in the classroom? Is racial segregation constitutional? Can universities engage in affirmative efforts to diversify their student bodies?

What about privatization–aka “school choice”?

Many of these issues have more in common than appears at first glance. “School choice” programs, for example, especially appeal to parents who want their children ensconced in classrooms occupied primarily by others who look and pray like them.

I have frequently posted about the importance of public schools and the damage done to those schools and to civic cohesion by Indiana’s costly voucher program. That damage is one reason among many to vote for gubernatorial candidate Jennifer McCormick, our former Superintendent of Public Instruction, and not Mike Braun, who wants to make Indiana’s vouchers universal. 

We now have enough experience with vouchers to assess the original claims made for privatizing our schools.

We know, for example, that vouchers don’t improve educational outcomes, that they are used primarily by wealthier families, that they increase racial segregation, and that they are particularly harmful to public schools in rural areas that lack sufficient population to support private competitors. There has been less attention focused on the educational deficits of a large number of participating private schools, although we do know that many religious academies substitute creationism for science and deliberately whitewash American history.

A few years ago, a colleague and I wondered how many of Indiana’s voucher schools taught civics. Did they teach about America’s Constitution and Bill of Rights? About democracy? The structure of government? Was civics instruction a condition of their receipt of public money? After all, the civic mission of public schools is central to their importance.

The (depressing) academic article reporting our research is here. Here’s the abstract:

America’s public schools have not been exempt from the enthusiasm for “privatization” and contracting-out that has characterized government innovations over at least the past quarter century. A number of the issues raised by school voucher programs and to a lesser extent charter schools mirror the management and efficacy questions raised by privatization generally; however, because public education is often said to be “constitutive of the public,” using tax dollars to send the nation’s children to private schools implicates the distinctive role of public education in a democratic society in ways that more traditional contracting arrangements do not. We explore the unique role of primary and secondary public schools in forging a broad consensus about the nature and importance of America’s constitutional ethic, and growing concerns that vouchers, in particular, are failing to address, let alone facilitate, an ethic of citizenship.

As we noted, arguments about providing educational competition ignore both the civic mission of education and the multiple ways in which education differs from ordinary consumer goods.

The civic mission of public schools includes the teaching of America’s history and the transmittal of the country’s core constitutional values, what I call the “Constitutional ethic.” A sound and accurate civics education provides students with an understanding of the genesis and evolution of the rules that shape and constrain public service in the United States.  The public mission of the schools requires teaching students about this country’s approach to and experience with the principles of democratic self-governance. As we wrote,

When citizens lack a common understanding of the philosophical underpinnings of America’s approach to governance and fail to form an ethical commitment to those common undertakings, a diverse polity inevitably fragments into tribal components contending for power and influence.

Indiana has very good standards specifying what our public schools must teach. As we discovered, however, oversight of the private–overwhelmingly religious–schools receiving vouchers runs from minimal to non-existent. As a result, the past few years have seen several scandals, including “virtual” schools that falsified enrollments, defrauding the state of millions of dollars.

There has been little to no research investigating the impact of voucher programs on civic knowledge and cohesion. There are no standards or procedures for assessing whether individual schools are even trying to create knowledgable, responsible American citizens.

It’s telling that Mike Braun’s pitch for a universal voucher program is “parental choice”–not educational outcomes and certainly not fiscal prudence. 

Early voting in Indiana starts today. I will cast my early vote for Jennifer McCormick, who understands that reproductive choice is good, and educational “choice”–aka vouchers–isn’t.

Join me.

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