Category: education and schooling

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education and schooling ideological culture

Johnny Can Be Indoctrinated

Government schools in Frederick County, Maryland, deem the third grade the appropriate time to push a political agenda. Cindy Rose found this out when her daughter came down with the flu and read a textbook, Social Studies Alive! Our Community and Beyond, at home.

Mrs. Rose calls the book “socialistic.”

Judge for yourself. On page 104, it reads: “Child care is important, but it is not free for most people in the United States. Families have to pay for child care. It can be very expensive. In some countries, child care is a public service. For example, in Denmark and Vietnam, child care is free or costs very little. This makes it easier for parents to work. Do you think child care should be a public service in your community?”

Rose took her complaint to the school board, which suggested that the book’s slant might be balanced by other materials — but could point to no evidence it was being balanced. Those defending the textbook insist that it teaches critical thinking, but as one school board member asked, “Do you get much pushback from an 8 or 9-year old?”

Only if the book explained marginal utility and the Thomas Theorem would I put much stock in the “critical thinking” excuse.

“The entire slant of the book,” Cindy Rose argues, “is . . . the idea of government running your life.”

Thankfully, my wife homeschools our children. I can tell you that’s not one of the lessons.

This is Common Sense. I’m Paul Jacob.

Categories
education and schooling insider corruption media and media people national politics & policies

Cheaters Never Prosper?

The cheating scandal in the Atlanta Public Schools is ugly — 178 administrators, principals and teachers were caught changing answers on standardized tests. Nearly 80 percent of the schools investigated were found to be guilty.

One school held weekend pizza parties to organize the fraud. Former Superintendent Beverly Hall — named the National Superintendent of Year in 2009 — “is accused of encouraging the cheating.” Hall made hundreds of thousands of dollars in bonuses for the fraudulent test scores.

Meanwhile, one teacher fearing retaliation if she blew the whistle, declared, “APS is run like the mob.”

Yet much of the media spin is excuse-making:

  • On NBC’s Nightly News, Brian Williams called it “the risk of high-stakes testing.”
  • CBS Evening News informed us that, “Educator Diane Ravitch blames it on a federal law that links funding with test performance.”
  • ABC News reported that, “Many in the community are pointing the finger at No Child Left Behind, the federal policy that made test scores king.”
  • One expert said, “[S]ome educators feel pressured to get the scores they need by hook or by crook.”

I’ve been a consistent critic of No Child Left Behind and deplore the federal micro-managing of schools. But cheating is wrong. And the fault lies with the cheaters — not with those demanding better performance.

Paul Landerman, a former Atlanta teacher fired for reporting the cheating, told NBC, “The greatest value inside that system is loyalty to the system.”

System first. Your kids? Somewhere after that.

That’s the opposite of Common Sense. I’m Paul Jacob.

Categories
education and schooling too much government

Explaining the Next Bust

Is the long-cycle “higher education boom” now beginning to go bust?

Like financial bubbles fed by subsidy and the Federal Reserve’s limbo-low interest rates, American colleges and universities are plagued with too much government attention —particularly by policy that says “everybody should go to college.”

But common sense tells us that not everybody profits by going to college, that sending ill-prepared, unqualified and even uninterested young non-scholars to college, largely so they can “earn higher incomes” is absurd. Pushing the vast majority of American humanity through the university mill cannot ineluctably yield increasing returns. With diminishing returns, increasing government attention can only feed a dangerously unsustainable bubble.

And once it bursts, Americans will demand explanations.

Look to the theory of “signaling,” which posits that a (or the) chief use for schooling is not learning but a demonstration: Getting a college degree shows (“signals”) employers that the persevering student possesses virtues useful in “the real world.”

We’ve come to rely on those crude signals, but as economist Bryan Caplan argues, businesses could adapt to a very different information market: “Ending government subsidies for education wouldn’t create a new working-class generation; it would lead businesses to massively expand the employment of interns to take advantage of the large pool of talented, young people who can’t afford tuition.”

Gee, learning one’s trade for free sounds better than going into debt to “signal” employers that one would likely be able to produce for them.

This is Common Sense. I’m Paul Jacob.

Categories
education and schooling free trade & free markets individual achievement

Entrée “Preneurial”

Today is Memorial Day, but the larger season is one of graduations, from college and high school and even lower grades. It’s fitting, then, to take a step back and consider the philanthropy of Peter Thiel, who is working on a different course.

Thiel, PayPal co-founder and early Facebook investor, made headlines last year as he began his anti-scholarship program, “20 Under 20.” He is giving $100,000 to 20 young people under 21, but on one condition — that they not go to college.

Instead, his bequests amount to angel seed money for young go-getters to do something original, entrepreneurial.

Now, Thiel has announced his first 20 recipients. An AP story by Marcus Wohlsen leads with the circumstances of one recipient, Nick Cammarata, a young genius programmer. Cammarata wasn’t one of those grade A students. Instead of studying hard, he did what he liked, including reading books on subjects he was interested in. And programming, which got him attention outside his school and town.

Like other recipients of the Thiel hundred grand grant, he plans to parlay the money into a hopeful tech project.

The article dutifully quotes skeptics of Thiel’s program, and mentions the oft-quoted statistic that workers with college degrees have been laid off at a lower rate than non-degreed workers.

But this misses the main point of Thiel’s intent. He’s not interested in making “workers.” He’s interested in creating entrepreneurs. The people who hire workers.

A very different goal.

This is Common Sense. I’m Paul Jacob.

Categories
education and schooling too much government

Freedom Is a Brown Bag

American society still features a fair degree of freedom and respect for the individual. We’d all be pretty shocked were a public-school bureaucrat to dredge up Plato’s old notion of forcibly removing babies from the care of their parents and letting the state raise them communally.

We’re not that far gone. Nobody advocates the utter communization of the care and feeding of the young.

Instead, we confront more incremental yet ever-bolder assaults on parental responsibility and rights in favor of such Grand Liberal Ideas as Puritanical State-Subsidized Nutrition. Thus, the educrats at a Chicago public school, Little Village Academy, prohibit kids from bringing lunch from home.

Yep. Not only are students prohibited from toting squirt guns and pictures of paper knives, at LVA they’re now also prohibited from importing such dangerous products as Coca Cola and Twinkies. It’s all about “healthier choices,” blathers a Chicago Public School spokeswoman, who stresses that it’s up to individual schools whether to adopt such bans. After all, what could be “healthier” than training families to be dependent on the state for homogenized sustenance?

Not surprisingly, some Little Village kids dislike the cafeteria food. Sometimes they throw it in the garbage. “We should bring out own lunch! We should bring our own lunch!” they shout when asked about the policy.

They should do more than chant. They should flout the ban en masse.

They can’t all be arrested for smuggling in peanut-butter-and-jelly sandwiches.

This is Common Sense. I’m Paul Jacob.

Categories
education and schooling Tenth Amendment federalism

Fighting the Centralizers

National politics tends to frame every debate.

Or, perhaps I should say “mis-frame” every debate. Trouble is, there’s this tendency to make a “federal case” out of everything.

Politicians seem driven to add on bureaucracies and taxes and programs, rather than root around government to repeal programs that aren’t working. More failed programs beget more failed programs.

We witness this, these days, in the debate over medicine. The drive to centralize is strong, seemingly irresistible.

But centralization rarely accomplishes what people hope for it.

K-12 public schooling has been systematically centralized first at state levels, and then, increasingly, at the federal level.

“Closing the Door on Innovation” is a broad-spectrum, trans-partisan attack upon the very idea of (as well as recent calls for) a national curriculum. Its sponsors know that calls for increasing centralized control over what kids learn in our public schools only sounds good as sound bites. In practice, centralization strangles innovation and closes off diversity in schooling.

I encourage you to read the manifesto. Sign it. In my opinion, the further we place our kids’ educations out of the hands of parents and into the hands of bureaucrats and politics, the worse things will get.

It is decentralization that should be our watchword. Let’s add it to our political agenda.

And let’s teach it to our kids. They could use a good education, after all, one good concept at a time.

This is Common Sense. I’m Paul Jacob.


Categories
crime and punishment education and schooling ideological culture

The Kid With the Illegal Magic Marker

Want to be marked for life? Be a student in DeLynn Woodside’s math class at Roosevelt Middle High in Oklahoma City, where last month a 13-year-old boy fell prey to another exercise of unenlightened zero-tolerance-for-common-sense policies.

The child’s high crime was using a magic marker in school, a no-no in light of the school’s graffiti problem. The police report documents his “possession of a permanent marker on private property,” which is illegal. According to Ms. Woodside, the boy was “writing on a piece of paper, which caused it to bleed over onto the desk.” When she asked for the marker, he tried to hide it.

A problem? Perhaps. But if so, a minor one. She could have dealt with it by explaining that markers are not allowed in school and by asking him to put the marker away and not bring it back to school. Instead, at the teacher’s behest the child was arrested and taken to a certain Community Intervention Center, a holding facility for juvenile offenders. A sergeant “booked the marker into the property room.”

Stories like these seem like real knee-slappers until you realize the outsized inanity displayed is probably not so funny for the kids being dragged downtown and booked.

Legislators, teachers, police — nobody who enables, sanctions or participates in such episodes — deserve any laurels. Treating kids as criminals for the most trivial violations of the rules, even rules that make sense, is itself criminal.

This is Common Sense. I’m Paul Jacob.

Categories
education and schooling general freedom ideological culture nannyism national politics & policies

Fat Lot of Good That’ll Do

It sounded like a good idea — Michelle Obama would get involved in a campaign to reduce childhood obesity. Obesity is a problem, yes, and a good cause for the First Lady. But, today, advocacy must always be paired with legislation.

An AP news story provides all you really need to know:

A child nutrition bill on its way to President Barack Obama — and championed by the first lady — gives the government power to limit school bake sales and other fundraisers that health advocates say sometimes replace wholesome meals in the lunchroom.

So now we are to have federal government’s micro-mismanagement reach far beyond the curriculum. The basic idea being . . . give up on parents. Give up on local control. Go, Washington!

Our national nannies took special care with the bill’s language, adding the category of school fundraisers as a special target of the regulations. Apparently, they can’t stand the fact that, on special occasions, mothers and fathers bake up sugary treats to sell, to support special school activities that affect their kids.

I guess they want us to sell broccoli.

Yup. That’ll send the school band to Disneyland.

The whole bill is a bad idea, and not just because Washington can’t tell special occasions from one’s day-in/day-out diet. The very singling out of special fundraisers for federal attention shows just how far into our lives Washington’s busybodies believe they can insert themselves.

This is Common Sense. I’m Paul Jacob.

Categories
education and schooling

Diminishing Diminishing Returns

In late September, President Obama announced a goal. Noting that American students average out in the middle of the pack, vis-à-vis students worldwide, in science, technology, engineering, and math (STEM), he pledged to recruit 10,000 STEM teachers over the next two years.

This was put in proper context by Andrew J. Coulson, on a Cato website. He displayed two graphs. One compared employment rates versus enrollment rates in public schools. The enrollment rates have slightly risen since 1970, while the employment rate has skyrocketed. In the other graph, the inflation-adjusted cost of a K-12 education contrasts with achievement scores for reading, math, and science during the same period. The costs skyrocketed, while the test scores had barely moved.

Perhaps students should be encouraged to apply a little math to this.

From economics we have the concept of diminishing returns. For each expenditure of input, smaller increases are expected of output. So, if we’ve been increasing teachers and administrators during this period, but the scores have neither diminished nor increased, this suggests a number of things, chief being that, well, expenditure of funds on public schooling is not the chief variable in improving knowledge or achievement. Not now, anyway.

So why would we increase expenditures?

Could the expected returns be political rather than academic? Could President Obama care more about teacher union support, say, than what kids actually learn?

Far be it for me to suggest this. Let the data alone do that.

This is Common Sense. I’m Paul Jacob.

Categories
education and schooling

My Child Before My Country

Last week, NBC launched its Education Nation Summit, stating its goal as providing “every American with an opportunity to pursue the best education in the world.”

Perhaps you see our trouble right from the start: There’s little agreement on what constitutes “the best education.” Best for whom?

NBC says, “Education is the key to our future success as a country . . .  Yet, we have allowed our students to fall behind. . . . One-third of our students drop out of high school, and another third aren’t college-ready when they graduate. . . . Our workforce is largely unprepared for today’s rapidly changing marketplace, and we face stiff competition from abroad. . . . The stakes are high for our economy and for our society as a whole.”

I have three kids: One grown, one a college freshman and one still at home. My wife, with my expert advice and assistance, has homeschooled all three. We have not concerned ourselves with what is best for the country or the economy or how to compete with other nations. We have focused, solely, on what is best for our kids — on what they care about, what inspires them.

As long Americans try to solve “our” education problems as “national policy” to be battled over by politicians and teachers’ unions, we will fail.

Focus, instead, on each individual child, not an Education Nation.

This is Common Sense. I’m Paul Jacob.