Category: Educational Choice

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)

nochristiansUsually, discrimination against Christians is subtle and discreet. But the Ferndale Public Schools in Oakland County, Michigan, seems to be quite open about their bias. As Michigan Capitol Confidential discovered, the teachers union contract requires the district to provide “special consideration” to “those of the non-Christian faith” in hiring decisions:

The contract ran from 2011 to 2012 but was extended to 2017. The teachers belong to the Ferndale Education Association, a division of the Michigan Education Association.

Regarding promotion to a vacant position, it states on page 22:

Should there be two (2) or more of these applicants with equal qualifications for the position and one (1) or more of these applicants with equal qualifications is a current employee, the current employee with the greatest seniority shall be assigned. Special consideration shall be given to women and/or minority defined as: Native American, Asian American, Latino, African American and those of the non-Christian faith. However, in all appointments to vacant positions, the Board’s decision shall be final.

Earlier in the contract is a “no discrimination clause” that states no employee can be discriminated against based on their religion.

Why would the issue of someone’s religious background come up in hiring for a public school position? As Richard Thompson, president of the Thomas More Law Center in Ann Arbor, says, “Now, they are going to ask people, ‘Are you a Christian?’ ” Thompson said. “Are people going to hide their faith so they can get a promotion? There is a subtle persecution [here] of Christians.”

UPDATE: According to the Christian Post, the district is going to remove that language. “I have no idea how that ever got in there, and nobody here does,” Shelley Rose, interim director of communications at Ferndale Public Schools, told The Christian Post in an interview on Wednesday. “We just heard back from legal counsel this morning,” Rose told CP, adding that “there will be new contracts and that language will not be in the new contracts.”

College Freshman

College Freshman

Consider the following (emphasis added):

“Higher education is an industry in danger,” says Clayton Christensen, the Harvard Business School guru and a senior advisor (unpaid) at Academic Partnerships. “It’s very plausible to say that 15 years from now half of the universities that exist will be bankrupt and in some fundamental way facing extinction and the need to totally change themselves.” (Caroline Howard, “No College Left Behind,” Forbes, 2/12/14)

Richard Lyons, the dean of University of California, Berkeley’s Haas School of Business, has a dire forecast for business education: “Half of the business schools in this country could be out of business in 10 years—or five,” he says. (Patrick Clark, “Half of U.S. Business Schools Might Be Gone by 2020,” Businessweek, 3/14/14)

What do you think? Are the doomsayers about the higher ed bubble generally too pessimistic? Are there discernibly different markets for different kinds of higher ed.? If Lyons is right about the dynamics of B-schools, are there similar dynamics at work for divinity schools and seminaries? Are such religious institutions more or less vulnerable?

There’s no shortage of those warning about various iterations of a higher education bubble. It’s almost a cottage industry. Are they Chicken Littles or true prophets?

For more reading, consider the Controversy in the Journal of Markets & Morality, “Should Students Be Encouraged to Pursue Graduate Education in the Humanities?”

Christian-EducationOne of the advantages of living in a free society is that parents have multiple options for how they can educate their children, including enrolling them in religious education. Christian education is unique in that teachers can integrate faith and learning in the classroom to unlock academic disciplines from mere materialistic or rational concerns to direct interdependence and collaboration with the providential work of the Triune God in his plan to redeem the entire cosmos.

In light this fact, if any student graduates from a Christian school, at either the secondary or the university level, and cannot answer the following questions I argue that the school is failing. These four questions wed the goal of the Christian life — namely, to glorify God — with our day-to-day lives in a way that expands the scope of how we think about vocation.
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black-students-university-michigan-bbumContrary to the spirit of cooperation and solidarity, a group of black students at the University of Michigan believe they should receive some sort of special treatment because they are black. While the students may have legitimate concerns regarding campus culture, making outrageous demands is the least effective means of asking the administration to take their concerns seriously. In fact, given their unreasonable and unrealistic expectations it would be best if all of these protesting black students simply transferred to a premiere historically black school (HBCU) like Howard University in Washington, D.C.

The ‘Being Black At University of Michigan’ (#BBUM) movement launched after Theta Xi, a fraternity at University Of Michigan, held a “Hood Ratchet Thursday” party portraying all sorts of cultural stereotypes during the fall semester of 2013. Many offended students responded by requesting that black students share stories of what it was like being black at Michigan. This is completely reasonable. As someone who was a minority student at all four schools I attended, I know how important it is to have these stories known and heard by those who making decisions about campus culture. But this is where the reasonableness ends. In a baffling move this week the Black Student Union at Michigan offered a list of “demands” the university must meet:
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Book information: The New School: How the Information Age Will Save American Education from Itself by Glenn Harlan Reynolds. Jackson, TN: Perseaus Books, 2013. Pp. viii + 106. Paperback. $21.50.

Instapundit’s Glenn Harlan Reynolds’ The New School: How the Information Age Will Save American Education from Itself is a clear and succinct, yet thorough, essay on creative destruction and American education. This slim volume (only about 100 pages) is divided approximately into 50 pages on higher education, 25 on secondary and elementary, and 25 on predictions and concluding remarks. While this might seem surprisingly brief, those of us who have been following the education crisis in the U.S. know that, actually, the problem really isn’t that complex.

As Reynolds summarizes his dean’s comments on the crisis, “Everybody knows there’s a problem; they just don’t want to talk about it because they don’t know what to do about it, and they’re afraid of what they might have to do if they did.” Very simply, what we have is a product (college degrees), whose cost has greatly outpaced inflation over the last 30 years and whose quality has plummeted, calling into question its key selling-point, viz. the idea that getting a college degree is a reliable means of upward income mobility. “The current system isn’t working,” he writes. “And, alas, neither are too many of its graduates. There may be a connection.” In the face of this, growing numbers of people simply aren’t buying the current model. (more…)

Blog author: jcarter
Tuesday, January 7, 2014
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common-coreWhat is Common Core?

The Common Core State Standards Initiative is a state-led effort that established a single set of educational standards for kindergarten through 12th grade in English language arts and mathematics.

What do the educational standards entail?

Common Core is intended to cover fewer topics in greater depth at each grade level. In English language arts, the Common Core State Standards require certain content for all students, including: Classic myths and stories from around the world; America’s Founding Documents; Foundational American literature: and Shakespeare. The remaining decisions about what content should be taught are left to state and local determination. In addition to content coverage, the Common Core State Standards require that students systematically acquire knowledge in literature and other disciplines through reading, writing, speaking, and listening.

In Mathematics, the Common Core State Standards lay a solid foundation in: whole numbers; addition; subtraction; multiplication; division; fractions; and decimals. The middle school and high school standards call on students to practice applying mathematical ways of thinking to real world issues and challenges in an attempt to prepare students to think and reason mathematically.

Did the federal government implement Common Core?

No, the program is not being implemented by the federal government — though the Obama administration has had some influence over the program. Common Core is an initiative driven by state governors and education commissioners, through their representative organizations, the National Governors Association (NGA) and the Council of Chief State School Officers (CCSSO). However, President Obama is a strong supporter and the federal government poured $438 million of economic stimulus funding into developing standardized tests aligned to the Common Core. Additionally, the federal government strongly encouraged states to adopt “college- and career-ready standards” in the competitive grant program Race to the Top and through No Child Left Behind, which outlines consequences for schools that do not meet goals.

Have all the states adopted Common Core?

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elementary-school-student-and-teacher-look-at-computerWhat is the key to improving education in America? Stuart Buck says that Barker Bausell’s book, Too Simple to Fail: A Case for Educational Change, provides the answer:

His main thesis: that the only thing that improves education is spending more time on instruction at a given child’s level. In his words:

All school learning is explained in terms of the amount of relevant instructional time provided to a student.

That’s it: more time + suitability for a child’s level.

This may seem too simplistic at first glance, but Bausell marshals evidence that his theory explains, well, a lot. Possibly even the achievement gap. Studies of home behavior have shown that middle-class families spend much more time talking and reading to their children at a high level. This is the most elegant explanation for why those children do better in school — they have had much more time devoted to their learning.

Read more . . .

TCC Banner

Dan Clements, an American student studying at the University of Leuven, and I help greet conference attendees

Last week, an exciting new organization called the Transatlantic Christian Council (TCC) hosted its inaugural conference. The theme of the conference was “Sustaining Freedom”, which aligns well with the Council’s mission “to develop a transatlantic public policy network of European and North American Christians and conservatives in order to promote the civic good, as understood within the Judeo-Christian tradition on which our societies are largely based.”

What I find most exciting about this Council, for which I commend Todd Huizinga and Henk Jan van Schothorst on their vision and initiative in founding, is this: like the Acton Institute, the TCC is not exclusively devoted to just one aspect of life, but rather aims to provide a forum for conversation on a broad range of life’s many important and fundamental human questions.

The starting point for these conversations is with a basic concept of human dignity. This concept is rooted in an openness to the idea of man as an image of God — endowed with the capacities for willfulness and reason, a creature and a sub-creator. And it is this understanding of the human person that serves as a point of departure for working through all sorts of interesting questions of politics, economics, liberty, government, religion, and family.

When I mentioned to a friend that I would be travelling to Belgium for this conference, he said to me: “Be sure they don’t euthanize you and harvest your organs!”

“Well,” I thought to myself, “that’s certainly a novel way to wish someone a good trip.”
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The educational cronyism of textbook publisher cartels is coming to an end as digital alternatives are on the rise, or so says AEI’s Mark Perry in a recent article. “Hear that hissing sound?” he writes, “It’s the sound of the college textbook bubble starting to deflate. . . . The era of the college textbook cartel and $300 college textbooks is ending.”

I have written on this subject in the past for the PowerBlog (here and here), mentioning Perry’s coverage of the subject at that time, among others.

In particular, I would maintain my position today that if more affordable, quality alternatives exist, educators ought to take the time to research them and find ones that fit their curricula if they can. Students are already overburdened by student loan debt in order to get degrees of decreasing quality and utility. If a professor can do a little to lessen the financial burden of higher education, it is one small victory for the common good. And Christian educators ought to lead the way.

Perry summarizes the problem as follows:

Between January 1998 and September 2013, the CPI for college textbooks has increased by more than 144%, compared to an increase of only 44.4% for the CPI for all items, and an increase of only 0.6% for the CPI for recreational books. In real terms, the cost of college textbooks has increased by more than 69% over the last 15 years, while at the same time the real cost of recreational books has fallen by more than 30%.

The reason that the college textbook bubble is on an unsustainable price trajectory and is already starting to show some initial signs of deflating is because of the increasing amount of competition for the college textbook market.

Read more . . . .