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.
If 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)
The “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.
Critics 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. 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.”
Usually, 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.”
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?”
One 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.
Contrary 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:
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…)
What 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?