Category: education and schooling

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.


Categories
education and schooling ideological culture

The Bad Lesson

If you favor hiding evidence and quashing open inquiry with regard to public questions of the most urgent interest, what does that say about your philosophy of education?

Teachers’ union officials in Los Angeles have been in a tizzy because the Los Angeles Times, a liberal bastion, published a detailed series casting controversial light on the quality of public school education in the city. The articles include a database of scores assessing — gasp! — the effectiveness of teachers.

This is a disturbing development for union reps demanding ever greater pay and job security for even lackluster instructors. To be sure, it’s not the negative evaluations that most intensely disturb them, nor even any debatable aspect of the methodologies used to assess effectiveness. It’s that the data has been publicized and discussed at all. The Times should not have published the database, complained one union official, Randi Weingarten. Another union honcho, A.J. Duffy, even called for a boycott of the paper, as if it were morally turpitudinous to give parents even an inkling of teacher performance.

Slate.com contributor Jack Shafer concludes that the Times has “done its readers a great service” by exposing Duffy and his cronies as “enemies of open inquiry, vigorous debate, critical thinking, and holding authority accountable — essentially the cognitive arts that students are supposed to be taught in schools.”

Is there any way to bypass the dilapidated and authoritarian educational regime altogether? You homeschoolers out there: Any ideas?

This is Common Sense. I’m Paul Jacob.

Categories
education and schooling

Virtual Charter Schools

Progress in education does not require a never-ending increase in funding for public schools.

My wife and I have home-schooled our daughters. I know that kids like learning, and away from classrooms can learn, and learn well. The future of education almost certainly involves a wide diversity of educational methods and systems that place children in environments where they learn best, not where it is merely convenient to spend tax funds in huge gulps.

In Washington State, government is adapting to such new options. This was noted in the papers, recently, when Tim Sutinen, a candidate for the state legislature under the “Lower Taxes” party label, praised the state’s virtual charter schools. All of his school-aged kids (he and his wife have ten, total) receive instruction at home. But their lessons and testing are conducted over the Internet, from teachers hundreds of miles away.

Had he lived south of the Columbia River, in Oregon, though, his children would not be so lucky.

There, the teachers’ union has made opposition to virtual charter schools its “top priority.” Olivia Wolcott of the Cascade Policy Institute correctly argues that were the union truly supportive of “the best interests of Oregon children, it would support the virtual charter schools that have the ability to improve education through cost-saving innovation.”

But unions are in the business of raising pay for public school teachers. And that’s not the same thing as improving education.

This is Common Sense. I’m Paul Jacob.

Categories
education and schooling free trade & free markets too much government

Take That Money

I didn’t notice it right away, but President Obama included some strange stuff about student loans in his State of the Union address. He called the current system an “unwarranted” taxpayer subsidy to banks.

Well, yeah. His solution? Another unwarranted taxpayer subsidy.

The president seeks to give families a $10,000 tax credit for sending kids to college. He also insists that no student spend more than 10 percent of his income to pay back loans, and that the unpaid portion of loans be forgiven after 20 years.

Further, if the former student happens to work for the government, the loan would be forgiven in half that time — just ten years!

This amounts to a huge special favor to government workers, of course. It may sound nice and patriotic when the president calls it “public service,” but it seems less so when you realize that government workers now earn, on average, more than private sector workers. Perhaps the fact that public employee unions are a big spending political powerhouse for Obama and Democrats matters in some small way.

Alas, more vote buying.

The president used an interesting phrase, explaining what he’s up to. He instructs us to “take that money” now loaned by banks and “give to families.” This is pseudo-specific. It’s not the same money.

But a politician obscuring the real source of wealth is nothing new.

This is Common Sense. I’m Paul Jacob.

Categories
education and schooling free trade & free markets individual achievement

High Marks for Marko

I wish 9-year-old Marko Calasan had the office next to mine. Then when something goes wrong with my computer — through no fault of my own, I assure you — I could yell “Hey Marko, come fix this!” Alas, he lives in Macedonia.

The CNET website has a nice profile of this genius. We learn that Marko is “perhaps” the youngest system engineer Microsoft has ever certified. He snagged his first credential as a systems administrator when just six.

Marko works for a living. He remotely manages a computer network for a nonprofit organization. The employees tell him they are “very glad that that there is a good administrator.” But he seems a little unsure of it, saying, “I think that’s true, but who knows.”

Marko also teaches computing to other kids at his school. When I heard this my spidey sense tingled ferociously. What? Has he put in his years at a teaching college? Mastered the latest labyrinthine educational theories? Where’s his teaching certificate? The kid’s an outlaw!! At least, he would be stateside.

Marko works when he works and plays when he plays. He doesn’t indulge in computer games because, as he puts it, “there is nothing serious about playing games on computers. . . . If you want to play, go outside and play with your friends.”

Yes sir! I will do that.

This is Common Sense. I’m Paul Jacob.