Tag: schools

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education and schooling initiative, referendum, and recall tax policy

Taxing Panicsville

Earl G. Jaques

There is a big problem with Delaware school districts asking voters for additional tax money via ballot referendums. You see, sometimes the people don’t vote the way school officials and politicians want.

Have no fear: Rep. Earl Jaques (D-Glasgow) has authored House Bill 129 to solve this thorny problem. 

“This bill creates a mechanism,” its official summary reads, “by which school boards may increase funds for a school district both with and without a referendum.” 

Meaning, of course, without a referendum . . . since current law requires a public vote. 

“That way, [school districts] know the money is there if they need it, and they don’t abuse it because they know it’s there,” explained Jaques. “The problem with the referendum system is that they have to ask for more than they actually need, because they know it’s going to be a long time before they can come back.”

“Despite his assurances that the system would not be abused,” the Dover Post reports, “technically, school districts could raise taxes by 2 percent each year.” Or by any increase in the Consumer Price Index, whichever is higher.

Inexplicably, three stories — in the Dover Post, Newark Post and Delmarva Now — told readers it was the “lower” of the two. The bill clearly says the “higher.” Odd that media outlets would not grasp the ever-so-subtle difference between the words “higher” and “lower.”

“Everybody’s in ‘Panicsville,’ but it’s really not that way at all,” offered Jaques. “We, my colleagues in the legislature and I, could raise your income tax right now, and what’s your recourse? Vote us out at the next election.”

Excellent advice.

This is Common Sense. I’m Paul Jacob.

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Earl G. Jaques

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education and schooling ideological culture moral hazard responsibility too much government

An Expert Explains Failure

ladder, education, success, poverty, racism, schools, charter

The failures of the public high schools in the District of Columbia go on an on. It is quite a scandal, as I explained this weekend at Townhall.

And yet some “charter schools that serve large populations of children from low-income families,” notes the Washington Post, after providing much detail about the massive failures, “recorded big increases in scores.”

What hint about improving education does that fact give?

Well, Kevin Welner, a professor who heads the National Education Policy Center at the University of Colorado, has an interesting thought: “People want to read into these test scores lessons about what the schools are doing. But these scores, even the growth scores, depend a great deal on students’ opportunities to learn outside of school. If we address the poverty and racism, then we will see these test scores increase.”

Hmmm. Let’s review: (a) the problem is at home and (b) it cannot be overcome by the schools. Moreover, the esteemed professor perceives the cause of these detrimental home environments to be “racism and poverty.” 

Once upon a time, public education was proclaimed to be the great equalizer, allowing the disadvantaged to climb the economic ladder, and, if not wipe out poverty completely, to certainly dramatically reduce it. 

Now, we discover from a certified education expert that we had it backwards.

So maybe it is time to chuck the whole experiment and just try to educate kids.

Not “save” them, or society.

This is Common Sense. I’m Paul Jacob.

 

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Accountability education and schooling folly government transparency insider corruption local leaders moral hazard nannyism national politics & policies responsibility too much government

Reading, Writing & Racketeering

schools, corruption, D.C., Washington, education, cheating, incentives, teachers, union

When I attended a public school — many decades ago, in a galaxy far, far away — teachers told students that cheating was unacceptable and would be punished.

Harshly.

Today, the idea has students laughing — all the way to graduation.

Last year, after DC Public Schools officials breathlessly announced massive improvements in graduation rates, several honest teachers broke ranks, and an investigation uncovered massive fraud: a whopping one of every three graduates across the city resulted from falsified records.

Many students played hooky for a third or even half the school year. Administrators also pressured teachers to improve grades to hike the graduation rate.

“The problem,” Washington Post columnist Colbert King concluded, “is systemic indeed.”*

You see, employment evaluations and cash bonuses for teachers and administrators were — and still are — tied in part to student graduation stats. It turns out that an incentive to good work can also serve as an incentive to cheat. Could it be that government employees grading their own work does not encourage honesty?

Just months after confirmation of the worst fears of public school corruption, new allegations against teachers and administrators at Roosevelt High School more than suggest fudging attendance records is ongoing.

“This growing environment of fear and mistrust,” asserts Elizabeth Davis, president of the Washington Teachers’ Union, “has never been addressed and continues to be a disservice to students and teachers.”

City officials have had plenty of time to address the issue. And of the common sense idea that the best way to avoid fear and mistrust is to follow the rules?

Crickets.

This is Common Sense. I’m Paul Jacob.

 

* Nor is the fraudulent behavior limited to dishonestly boosting graduation rates. Former DCPS Chancellor Antwan Wilson resigned back in February after it became public knowledge that his daughter jumped 600 other students on a waiting list for her school. A recent Post story about enrollment fraud, whereby non-residents grab spots at prestigious schools such as the Duke Ellington School of the Arts, without paying the non-resident fee, was entitled, “Stop enrollment fraud? D.C. school officials are often the ones committing it.” Two-thirds of pending cases involve a current or past DCPS employee.

 

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crime and punishment education and schooling ideological culture media and media people moral hazard national politics & policies

Bias and Blindness

GAO, racism, race, boys, Roseanne, schools, education, bias

Neither stretching the truth nor ignoring it helps beat back implicit or explicit racism.  Yesterday, my Townhall.com column took the Washington Post to task for misstating the results of a recent GAO report.

The GAO noted wide discrepancies between the percentage of students facing disciplinary actions who are black, male and disabled and the relative percentages of these groups in the overall student population. Yet, the report also specifically stated: “Our analyses of these data, taken alone, do not establish whether unlawful discrimination has occurred.”

Nonetheless, the Post headline told readers: “Implicit racial bias causes black boys to be disciplined at school more than whites, federal report finds.” The article claimed that “a government analysis of data . . . said implicit racial bias was the likely cause of these continuing disparities.”

The same discrepancies regarding boys of all races? And students with disabilities? Even the crickets had no comment.

In the Post’s Outlook section, yesterday, readers were treated to further edification on race — this time via C. Nicole Mason with the Center for Research and Policy in the Public Interest. “I feel alienated and slightly betrayed by the reboot” of the sitcom Roseanne,” she writes.

The title of her piece proclaims why: “‘Roseanne’ was about a white family, but it was for all working people. Not anymore.”

The “not anymore” refers to Roseanne’s support of (and Mason’s derangement syndrome over) President Trump. Interestingly, a more legitimate “not anymore” angle was completely missed — or ignored. The Connors now have a black granddaughter. The new show isn’t “about a white family,” but a racially mixed family.

When racism is finally extinguished from this planet, someone remember to tell the race-hustlers.

This is Common Sense. I’m Paul Jacob.

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Accountability crime and punishment general freedom ideological culture media and media people nannyism national politics & policies responsibility Second Amendment rights too much government U.S. Constitution

Self-Defense, Implausible?

gun, gun free, school zone, control, schools, teachers, Israel, defense, gun control

Don’t take a GUN-FREE ZONE sign to a gun fight.

Whenever there’s a horrific incident of mass murder, advocates of citizen disarmament blame the right to protect oneself against armed attackers. The thinking seems to be that if we make it illegal for all civilians to have guns, bad guys willing to kill people will also refrain from using guns as they try to kill people.

This is implausible.

And if you do not see its implausibility immediately regarding firearms, consider drugs. Not taking them, but the war on same. Drugs didn’t vanish upon prohibition. Neither would guns if prohibited.

President Trump argues that students would be safer were schools a harder target. Why not arm well-trained teachers? “If you had a teacher who was adept with the firearm, they could end the attack very quickly.” He’s right.

Not a new idea, of course. It’s been argued, for example, by the NRA, whose chairman says that the way to stop a bad guy with a gun is with a good guy with a gun.

This idea is being practiced right now — in Israel.

As Tzvi Lev argues at the Arutz Sheva 7 site, Israel proves the NRA’s point.

Even Israel — where Arab communities are “rife with illegal weapons” despite their illegality — has not always been quick to recognize that it’s better to have lots of armed civilians when terrorists start shooting at civilians. But after terrorists attacked a school in 1974, the government began arming and training teachers — somehow failing to defer to the terrorists’ preference for gun-free zones.

In both of the only-two school shootings in Israel since then, teachers killed the attackers.

This is Common Sense. I’m Paul Jacob.

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Categories
Accountability education and schooling folly responsibility

Only Make Believe

schools, education, students, standards, suspension, punishment, discipline

Problems can be solved. But for those lacking the merest clue how to solve a given problem . . . alternatives exist.

Books can be cooked to pretend the problem no longer exists. And perhaps to fool others.

A series of articles in the Washington Post highlights the effort to reduce the rate by which city schools suspend students for misbehavior. The good news? “D.C. Public Schools has reported a dramatic decline in suspensions at a time when school systems around the country have been under pressure to take a less punitive approach to discipline.”

Results? A whopping 40-percent decline.

The bad news?

A Post investigation found that “at least seven of the city’s 18 high schools have kicked students out of school for misbehaving without calling it a suspension and in some cases even marked them present.” In those schools, “most suspensions were not reported.”*

The Post further uncovered documentation showing that “DCPS officials knew students were being sent home without documentation at least as early as 2010.”

It brings to mind the recent scandal in Prince George’s County (Maryland) Public Schools, where a dramatic announcement that the county increased its student graduation rate faster than any other county . . . was followed by an investigation into grade tampering by school administration officials, which numerous teachers have alleged.

It is also reminscent of the systematic cheating on standardized tests in Atlanta — and across the nation.

Hiding the truth, cheating on tests, lying about results . . . not the actions of a system teaching kids a love of truth.

This is Common Sense. I’m Paul Jacob.

 

* Seven schools’ emails show that students spent a total of 406 days in suspension in January 2016. Officially recorded? Only 15 percent.

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Illustration based on a photo by Tod Baker