Category: Educational Choice

Blog author: jcarter
Thursday, September 11, 2014
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DF_01_1[1]In his Epidemics, Hippocrates, the father of western medicine, wrote that the physician has two special objects in view: to do good or to do no harm. That same principle should be the special object of every educator. While they may not always know what is required to do good, the least they can do is to do no harm.

By applying that standard, it becomes inexplicable why educators are pushing for Common Core standards. A study released last year by a pro-Common Core group predicted that under Common Core’s stricter set of state education standards, six-year high school dropout rates will likely double for states adhering to the federally incentivized nationally-based testing.
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history textWhat do these things have in common: Gloria Steinem, Yiddish theater, Gospel of Wealth, U.S. Fish Commission, the cult of domesticity and smallpox? They are all highlights of American history for Advanced Placement (AP) high school students. AP classes are typically for college-bound students, and considered to be “tougher” classes. The College Board administers AP classes in high schools, and is releasing its American history framework effective this fall.

Here are some things students won’t see: the Founding Fathers, Abraham Lincoln (other than a brief mention of his Emancipation Proclamation), or the “Greatest Generation” of World War II. Instead, students will learn:

    • “European exploration and conquest were fueled by a desire for new sources of wealth, increased power and status, and converts to Christianity”
    • “With little experience dealing with people who were different from themselves, Spanish and Portuguese explorers poorly understood the native peoples they encountered in the Americas”
    • “The resulting [American] independence movement was fueled by established colonial elites”
    • “The idea of Manifest Destiny, which asserted U.S. power in the Western Hemisphere and supported U.S. expansion westward, was built on a belief in white racial superiority and a sense of American cultural superiority”

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    Labor unions can be a force for good, especially in protecting the interest of workers against exploitation. But as with any human institution, unions can become harmful to the common good. That is particularly true with teachers unions, which often promote the self-interests of their members even when they are antithetical to the interests of students.

    In this 5 minute video, Terry Moe, Professor of Political Science at Stanford University, outlines the problem of teachers unions and offers solutions to how it can be fixed.

    vergara-californiaNine California kids are suing their state over substandard teaching at their public schools. Campbell Brown explains why this case—which few people have ever heard of—may have a huge impact on education:

    Win or lose, these students are reminding us of the activism that is born out of the inaction of our leaders and the frustration driven by inequity in education. Children and parents have resorted to acting on their own, finding inspiration in desperation.

    Their fight stems from a basic belief that access to highly qualified teachers should be fair and widespread, that classroom safety is paramount, and that equity remains essential.

    Vergara v. California takes aim at laws that go directly to the heart of a good education: the ability to have, keep, and respect good teachers and dismiss utterly failing ones. Specifically, the suit challenges California laws that create three sets of problems, all of them undermining a school’s ability to act in the best interest of students.

    Read more . . .

    DiversityWith its decision in Brown vs. Board of Education, the Supreme Court ended systemic racial segregation in public education. Now, sixty years later, courts have released hundreds of school districts from enforced integration—with the result being an increase in “resegregation” of public schools.

    Numerous media outlets have recently picked up on a story by the investigative journalism nonprofit ProPublica about schools in Tuscaloosa, Alabama. According to the report:

    In recent years, a new term, apartheid schools—meaning schools whose white population is 1 percent or less, schools like Central—has entered the scholarly lexicon. While most of these schools are in the Northeast and Midwest, some 12 percent of black students in the South and nearly a quarter in Alabama now attend such schools—a figure likely to rise as court oversight continues to wane. In 1972, due to strong federal enforcement, only about 25 percent of black students in the South attended intensely segregated schools in which at least nine out of 10 students were racial minorities. In districts released from desegregation orders between 1990 and 2011, 53 percent of black students now attend such schools, according to an analysis by ProPublica.

    Why has this resegregation occurred? A forty-year-old experiment on racial diversity might just hold the answer.
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    dunce capPerhaps you’ve seen this: the 8th grade test from Bullitt County Schools in Kentucky, circa 1912. Here are a few questions the 8th graders were expected to be able to answer:

    • Define latitude and longitude
    • Locate the Erie Canal. What waters does it connect, and why is this important?
    • How does the liver compare in size with other glands in the human body? Where is it located? What does it secrete?
    • Define the following types of government: democracy, limited monarchy, absolute monarchy, republic. Give an example of each.
    • Who invented the following: magnetic, telegraph, cotton gin, sewing machine, telephone, phonograph

    102 years later, and education is now in the hands of education researchers. According to Max Eden, these folks study very different things that the 8th-graders of yore. Eden, writing at National Review Online, says he eagerly dug into the report of the American Educational Research Association, twenty-thousand of whom descended upon Philadelphia a few weeks ago. (more…)

    A failed charter school and someone looking to start a charter school in Kansas can only look to Kansas City, Mo., and wonder what impact high-performing public charter schools may have for kids in the state.

    l_20121213-school-reform-145-600-300If you really care about income inequality, notes John Goodman, you need only focus on one thing — the inequality of educational opportunity:

    The topic du jour on the left these days is inequality. But why does the left care about inequality? Do they really want to lift those at the bottom of the income ladder? Or are they just looking for one more reason to increase the power of government?

    If you care about those at the bottom then you are wasting your time and everyone else’s time unless you focus on one and only one phenomenon: the inequality of educational opportunity. Poor kids are almost always enrolled in bad schools. Rich kids are almost always in good schools.

    So what does the left have to say about the public school system? Almost nothing. Nothing? That’s right. Nothing. I can’t remember ever seeing an editorial by Paul Krugman on how to reform the public schools. So I Googled to see if I have missed something. The only thing I found was a negative post about vouchers. And Krugman is not alone.

    You almost never see anything written by left-of-center folks on reforming the public schools. And I have noticed on TV talk shows that it’s almost impossible to get liberals to agree to the most modest of all reform ideas: getting rid of bad teachers and making sure we keep the good ones.

    (Via: AEI Ideas)

    ap061011036516The “Christendom Show” really is over in America my friends. It’s a wrap. The culture of American politics is not simply made of up deists, agnostics, and atheists but men and women who are decidedly anti-Christian. To be anti-Christian is not to be merely apathetic or ambivalent toward Christian participation in societal life. Being anti-Christian is to pursue whatever arbitrary measures necessary to ensure that Christians are purged from receiving the same political liberties as other groups. For example, New York State forecasts, yet again, what will likely happen in more and more states in the coming years as state legislators rejected a measure that would allow tax payers to receive tax credits for financially supporting parochial education.

    New York’s Education Investment Tax Credit would have provided a state tax credit for:
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    got-toleranceCritics of homeschooling have long maintained that it fails to inculcate students with the civic virtues necessary to maintain our republican form of democracy. But a new study finds that when it comes to willingness to extend basic civil liberties to people who hold views with which one disagrees, homeschooled students are more tolerant than their peers:

    Scholar Albert Cheng’s just-published fascinating and provocative study provides one of the first solid portions of empirical evidence about whether the homeschooled become more or less politically intolerant than others.[3] The researcher’s purpose was to compare college students from different school types – public school, private school, and homeschool – by analyzing political tolerance outcomes. That is, are students from any particular school background more or less politically tolerant than others? Political tolerance is “… defined as the willingness to extend basic civil liberties to political or social groups that hold views with which one disagrees” (p. 49).

    Cheng used an instrument (e.g., a questionnaire) called the “content-controlled political tolerance scale.” In its first of two parts, the “… scale provides the respondent with a list of popular social and political groups, such as Republicans, gay-rights activists, or fundamentalist Christians. The respondent is asked to select the group with beliefs that he opposes the most … The second part of the political tolerance scale measures the respondent’s willingness to extend basic civil liberties to members of his least-liked group” (p. 55). Participants were asked to respond to items such as the following:
    1. “The government should be able to tap the phones of [the least-liked group].”
    2. “Books that are written by members of the [the least-liked group] should be banned from the public library.”
    3. “I would allow members of [the least-liked group] to live in my neighborhood.” (p. 60)

    With this scale, he studied students at a private university in the western United States. These students came from a variety of schooling and racial/ethnic backgrounds.

    The study found that “those [college students] with more exposure to homeschooling relative to public schooling tend to be more politically tolerant.”

    (Via: Cranach)