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)
Christian’s Library Press has just released a new translation of Abraham Kuyper’s Scholastica I and II, two convocation addresses delivered to Vrije Universiteit (Free University) during his two years as rector (first in 1889, and then again in 1900).
The addresses are published under the title Scholarship, and demonstrate Kuyper’s core belief that “knowledge (curriculum) and behavior (pedagogy) are embedded in our core beliefs about the nature of God, humanity, and the world,” as summarized by translator Nelson Kloosterman. “In an engaging way, Kuyper shares his view of the divine purpose of scholarship for human culture.”
The addresses were delivered at a time when the Netherlands school system was beginning to foster more religious tolerance, eventually providing equal treatment and funding for all schools, confessional or otherwise, nearly 20 years after Kuyper’s second address.
They were also delivered at a time when the act of scholarship was not nearly as widespread as it is today. As Kuyper explains, we ought to view any such opportunity as an “inestimable privilege”:
To have the opportunity of studying is such an inestimable privilege, and to be allowed to leave the drudgery of society to enter the world of scholarship is such a gracious decree of our God…Now if nature were not so hard and life not so cruel, many more people could have the enjoyment of that sacred calling. But things being what they are, only a few are granted that honor and by far most people are deprived of that privilege.
But you and I have received this great favor from our God. We belong to that specially privileged group. Thus, woe to you and shame on you if you do not hear God’s holy call in the field of scholarship and do not exult with gratitude and never-ending praise that it pleased God out of free grace to choose you as his instrument for this noble, uplifting, inspiring calling. (more…)
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.”
Calvin Coolidge’s autobiography was published in 1929, shortly after Coolidge left the White House. He wrote the book in long hand completely by himself. Sales at the time were great but some commentators panned it as being too short and simplistic with little new information or juicy tidbits. In Amity Shlaes’s biography of Coolidge she notes, “Not every reader appreciated its sparse language, but the short book would stand up well to the self-centered narratives other statesmen produced, especially those who relied on dictation and, in their vanity, failed to revise.” Those who read it will find the writing style impressively clear and will easily comprehend the deep well of conservatism which shaped Coolidge’s thought.
Coolidge devoted a number of pages in his autobiography to the positive influence he received from some of his professors at Amherst College. Much of the praise was given to Charles Garman, Coolidge’s favorite professor. Garman, an alumnus of Amherst, was a professor of moral philosophy and metaphysics. Garman also studied theology at Yale and offered a high degree of religious instruction in his courses. He cultivated critical thinking and class discussion. A short overview on the Amherst College website of the Garman years, reads in part: “Garman’s teaching was considered subversive by some for he encouraged his students not to memorize or parrot what they had heard, but to think through the issues for themselves and come to their own conclusions.” In his autobiography, Coolidge said Garman “was one of the most remarkable men,” and he “truly drew men out.” Throughout his life, Coolidge leaves little doubt of the positive influence Garman had in shaping his thought and character. In this excerpt from Coolidge’s autobiography, he describes the spiritual learning that went on inside Garman’s class. It also serves as a pronounced contrast to the kind of instruction that occurs in most contemporary philosophy classes across colleges and universities in America today:
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?”
Senator Elizabeth Warren (D-MA), a potential 2016 presidential candidate, recently argued that Congress should hike taxes on families and small businesses making more than $1 million, then use the tax revenue to let debt-ridden students refinance their college loans.
As a progressive redistribution scheme it’s rather ingenious: It allows the government to take money from private individuals and businesses and give it to other businesses (i.e., college and universities), all while giving the impression of helping another group of private individuals (i.e., students who take indebt themselves by taking out college loans). Warren’s proposal is an brilliant blend of cronyism, special interest pandering, and “soak the rich” class envy – which is why it has a high likelihood of becoming law.
But if we look past the proposal we discovers something else that is fueling the student loan debt “crisis.” Whenever a nanny state solution like this is proposed, we should ask why the government is needed to serve as a governess. In this case, it appears the government is being asked to be a surrogate parent because of the failings of actual parents.
According to a study by sociologists at Rice University, college students whose parents are not married to each other face significantly heavier financial burdens for the simple reason that married parents, relative to other parents, contribute significantly more to their children’s college education:
Calling all business and economics faculty at Christian colleges, universities, and seminaries across the United States and Canada! The deadline to apply for a Mini-Grant is March 15, only a few short weeks away.
The Acton Institute’s Mini-Grant Program will award a total of $40,000 to business and economics instructors for purposes of course development and faculty scholarship in the field of free-market economics.
If you are a professor or know of professors looking for financial assistance to bolster course curricula or advance scholarly projects in the upcoming school year, we invite you to visit the Mini-Grant Program page for details about this competitive grant program.
To qualify for the upcoming deadline, all application materials must be submitted by email or postmarked by March 15.
Information about eligibility, conditions, the selection process, application requirements, and deadlines may be found on the Mini-Grant Program page.
If you have any scholarship questions, please contact us at firstname.lastname@example.org.
Over the next few weeks, the PowerBlog will be featuring people who have attended Acton University and their experiences, via podcasts. By hearing how Acton University has affected a variety of people in so many ways, we hope to encourage those who’ve never been to Acton University to consider registering for AU 2014.
Today’s podcast features Becki Essner, a teacher at Notre Dame Regional High School in Cape Girardeau, Mo. Becki has attended Acton University three times, and has been enriched each year. In fact, she says the experience “touched my very soul.”
Please take a few minutes to listen to Becki talk about her time at Acton University.
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…)