Category: Educational Choice

Higher education is in serious trouble. Plagued with the pressures of escalating costs and retention challenges, all sorts of perverse incentives are being introduced that are changing the quality of the education delivered. In an effort to save money, many college students make the choice to spend their first two years at a community college and then transfer to a traditional school to finish out their college degree. Instead of being driven by education quality, students are making decisions on the basis of skyrocketing costs, but at what cost to the student?

The trade-off is that community colleges of today have lower standards which may compromise the ability of academic success in the future when students transfer for their junior and senior year. For those intending on a 4-year degree, going to a community college for two years might make them worse off in the long run.

Inside Higher Ed highlights new research demonstrating that “community colleges set a low bar for students during their first year of enrollment,” especially in academic standards in literacy and mathematics, according to a new study from the National Center on Education and the Economy. Moreover, the study reveals “disturbingly low standards among community college instructors,” said Marc S. Tucker, president of the center. “It’s clear that we’re cheating our students.”
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As commencement ceremonies once again are being celebrated around the country, I was reminded again of the moral crisis of US education.

Elise Hilton recently surveyed the dismal employment rate among young adults in the US, writing that we have moved in twelve years from having the best rate in the developed world to being among the worst, following the path of Greece, Spain, and Portugal.

She highlights two possible solutions. The better one is from Acton’s director of research Samuel Gregg:

Gregg says we must rely on free markets rather than redistribution of wealth, economic liberty, rule of law, entrepreneurship and the ability to take risks economically – all things that have made America great in the past.

The second comes from David Leonhardt, who, among other ideas, suggests, “Long term, nothing is likely to matter more than improving educational attainment, from preschool through college.”

Notice the language he uses? Not educational quality, nor even job-training, but “educational attainment.” With no intended disrespect to Mr. Leonhardt, it is precisely this well-meaning, widespread, but ill-informed mentality that has led, in large part, to our current educational crisis. (more…)

While school choice is helpful, what we really need in the U.S., says Stephen Davies, is a revolution in the delivery of education that gives us “education choice.”

A recent CNBC article by Mark Koba notes the bleak outlook for 2013 college grads looking for work:

A survey released last week from the National Association of Colleges and Employers (NACE) reported that businesses plan to hire only 2.1 percent more college graduates from the class of 2013 than they did from the class of 2012.

That’s way down from an earlier NACE projection of a 13 percent hiring rate for 2013 grads.

There is good reason for this bad news, however. As Koba notes, “One reason there may not be so many grads hired is that many employers don’t believe college graduates are trained properly.” He goes on: (more…)

This past weekend, I had the privilege to attend and present a paper at the 2013 Kuyper Center for Public Theology conference at Princeton Seminary. The conference was on the subject of “Church and Academy” and focused not only on the relationship between the institutions of the Church and the university, but also on questions such as whether theology still has a place in the academy and what place that might be. The discussion raised a number of important questions that I would like to reflect on briefly here.

In the first place, I was impressed by Dr. Gordon Graham’s lecture on the idea of the Christian scholar. He began by exploring a distinction made by Abraham Kuyper in his work Wisdom & Wonder. Kuyper writes (in 1905),
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New research suggests that school vouchers have a greater impact on whether black students attend college than small class sizes or effective teachers:

Matthew M. Chingos of the Brookings Institution and Paul E. Peterson, director of Harvard’s program on education policy and governance, tracked college enrollment information for students who participated in the School Choice Scholarship program, which began in 1997. They were able to get college enrollment information on 2,637 of the 2,666 students in the original cohort.

The researchers compared the outcome for 1,358 students who received a voucher offer and a control group of 1,279 students who did not. They found that 26 percent of black students in the control group attended college full-time for some period of time within three years of expected high school graduation, while 33 percent of those who received vouchers did.

Read more . . .

A-Win-Win-Solution--The-Empirical-Evidence-on-School-ChoiceA new report by Greg Forster of the Friedman Foundation finds that of all the “gold standard” research on children who utilize school vouchers, 11 of 12 studies conclude all or some of those students achieve better educational outcomes. No study found choice participants were worse off than those remaining in traditional public schools:

The evidence points clearly in one direction. Opponents frequently claim school choice does not benefit participants, hurts public schools, costs taxpayers, facilitates segregation, and even undermines democracy. However, the empirical evidence consistently shows that choice improves academic outcomes for participants and public schools, saves taxpayer money, moves students into more integrated classrooms, and strengthens the shared civic values and practices essential to American democracy.

These results are not difficult to explain. School choice improves academic outcomes by allowing students to find the schools that best match their needs, and by introducing healthy competition that keeps schools mission-focused. It saves money by eliminating administrative bloat and rewarding good stewardship of resources. It breaks down the barriers of residential segregation, drawing students together from diverse communities. And it strengthens democracy by accommodating diversity, de-politicizing the curriculum, and allowing schools the freedom to sustain the strong institutional cultures that are necessary to cultivate democratic virtues such as honesty, diligence, achievement, responsibility, service to others, civic participation, and respect for the rights of others.

Read more . . .

According to a new study, private religious schools perform better than both public schools and public charter schools. William Jeynes, professor of education at California State University at Long Beach and senior fellow at the Witherspoon Institute at Princeton, told the Christian Post that he found religious, mostly Christian, school students were a full year ahead of students who attend public and charter schools.

Could the results be due to religious school parents being move involved in their child’s lives? Jeynes controlled for this “selection effect” and still found that religious schools perform better. He controlled for other variables too, such as socioeconomic status, gender and race, and found that students at religious schools still have a seven to eight month advantage over students at public and charter schools. According to the Christian Post:
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America’s children are in serious trouble when it comes to public education in low-income communities. All over America, more and more schools would rather cheat on standardized testing than suffer the consequences of the truth that many of their students are seriously struggling. The widespread corruption in many public school systems that predominantly serve children of color is no less than a national crisis. It seems that many public educators, like politicians, are making decisions that serve their career advancement rather than make tough decisions that serve the education needs of children.

For example, in Atlanta on April 2, 2013, Beverly Hall, former superintendent for the city’s public schools turned herself in after being indicted by a grand jury in a cheating scandal. In addition, 26 other educators had surrendered to authorities with a bond set for some Atlanta educators at $1 million. In total, 35 educators were indicted, accused of cheating on standardized testing dating back to 2001.

According to CNN,
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Martin Luther King, Jr. has to be turning over in his grave. Just when you think America may be on the path to no longer judging people on the basis of skin color, we run into nonsense like the decision last fall by the Florida Department of Education, to institute race-based education standards. According to CBS News in Tampa, the Florida Department of Education,

passed a revised strategic plan that says that by 2018, it wants 90 percent of Asian students, 88 percent of white students, 81 percent of Hispanics and 74 percent of black students to be reading at or above grade level. For math, the goals are 92 percent of Asian kids to be proficient, whites at 86 percent, Hispanics at 80 percent and blacks at 74 percent. It also measures by other groupings, such as poverty and disabilities.

This plan seems to be the exact opposite of what Dr. King died for back in 1968. What the plan clearly communicates is the soft bigotry of low expectations. In light of the logical backlash against the race-based proposal, there have been some attempts to defend the new Florida policy as something other than what it clearly is. For example, Alex Yahanda, senior associate editor for The Cavalier Daily, attempted to spin the proposal this way:
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