Last week, I commented on Grand Rapids Public Schools’ new attendance policy and Michigan’s tenure reform bill. To summarize, while applauding GR Public’s new policy as effectively incentivizing students to show up to class and take their studies more seriously, I was skeptical about MI’s new bill which ties teacher evaluations to student performance. In their article “Can Teacher Evaluation Improve Teaching” in the most recent issue of EducationNext, Eric S. Taylor and John H. Tyler share the results of their study of the unique teacher evaluation system of Cincinnati Public Schools. (more…)
In yesterday’s Grand Rapids Press (and appearing at mlive.com on Monday), Monica Scott reports on the tenure reform bill signed by Michigan Gov. Rick Snyder last year and set to take effect in the 2013-2014 school year:
Last year, Gov. Rick Snyder signed a tenure reform bill that completely overhauled teacher performance evaluations, tying teachers’ grades to student achievement. But teachers and union leaders locally and across the state have said they think it’s unfair to be held accountable for the performance of students who don’t show up to class.
In response, the Grand Rapids school board policy committee discussed enacting an attendance policy comparable to other districts in the county. Scott notes that, according to Ron Gorman, executive director of high schools for Grand Rapids schools, “school districts around Kent County include a set number of absences students cannot exceed, but Grand Rapids does not include a specific number, rather the district has procedures for addressing absences.” Instead, the “committee discussed a policy that states students can only have a total of 12 absences per semester and if students are 15 or more minutes tardy for class, it would be viewed as an absence.”
As a graduate of a Kent county district that had a comparable attendance policy, I was a little surprised to learn that GR Public did not. This is certainly an improvement. Indeed, with their new policy, it sounds like it will be a large step in a good direction: (more…)
In addition to my post yesterday and other education related posts on the Powerblog (here, here, here, here, and here), I highly recommend this analysis of the higher ed bubble from educationviews.org if anyone is interested in learning more.
I would emphasize that this is not simply an economic problem but a moral one. We cannot in good conscience continue to promote higher education to our youth while its quality continues to diminish and its price continues to rise. To do so is to fail to fulfill our moral duty to leave an inheritance to the next generation from the good that previous generations have passed on to us. The bar needs to be raised as a matter of human dignity. On the whole, people will rise (or fall) to the level of the expectations that we have for them. The level of expectations placed upon a person sends a message about their perceived ability and value. In addition, needless spending needs to be cut, and our government and banks need to stop handing out loans like candy to pursue degrees that will not realistically secure the income needed to pay them back. This is a present moral failing that is leading us to a future economic collapse.
From the article:
As George Will describes it, the bubble is what happens “when parents and the children they send to college are paying rapidly rising prices for something of declining quality.” The point at which parents cease to be willing to pay those rising prices is when the bubble bursts. When that happens, the financial assumptions on which American higher education has been based for many decades will come crashing down.
There are, however, two highly unpredictable elements in the current situation. One is the willingness of the Obama administration to sustain the bubble by encouraging more and more students to attend college and by using student loans to support this expansion. The other is the bubble-deflating power of online education.
The lowering of education quality has been noted in the recent past on the PowerBlog (here and here). Last Saturday, Casey Harper noted at educationviews.org that even students are complaining about the declining rigor of American education.
Harper notes that, according to a recent survey,
More than half of eighth-grade history and civics students say their work is “often or always too easy,” according to the report. Twelfth-grade students sang the same tune, with 56 and 55 percent, respectively, saying their civics and history work is “often” or “always” too easy. (more…)
If you, or someone you know, are searching for last-minute scholarship opportunities, I invite you to please take the time to learn more about the scholarship programs offered through the Acton Institute.
Through the Calihan Academic Fellowship program, Acton’s Research department offers scholarships and research grants from $500 to $3000 to graduate students and seminarians studying theology, philosophy, economics, or related fields. Applicants must demonstrate the potential to advance understanding in the relationship between theology and the principles of the free and virtuous society. Such principles include recognition of human dignity, the importance of the rule of law, limited government, religious liberty, and freedom in economic life. Please visit the Calihan Academic Fellowship page on our website to download applications and obtain additional information about eligibility, conditions, the selection process, application requirements, and deadlines. In order to qualify for the upcoming deadline for the 2012 Fall Term, all application materials must be postmarked by July 15.
I have recently written on the moral implications of growing tuition costs and the resulting student loan debt (here). One factor I did not explore in depth was the reason for rising tuition costs, which, adjusted for inflation, have more than doubled since the 1980s. No doubt, there are many factors that have contributed to this, but George F. Will of the Boston Herald points to one possible cause: bureaucratic sprawl under the auspices of promoting diversity. Despite rising costs for students, Will writes,
UCSD found money to create a Vice Chancellorship for Equity, Diversity and Inclusion. UC Davis has a Diversity Trainers Institute under an Administrator of Diversity Education, who presumably coordinates with the Cross-Cultural Center. It also has: a Lesbian, Gay, Bisexual, Transgender Resource Center; a Sexual Harassment Education Program; a Diversity Program Coordinator; an Early Resolution Discrimination Coordinator; and Cross-Cultural Competency Certificates in “Understanding Diversity and Social Justice.” California’s budget crisis has not prevented UC San Francisco from creating a new Vice Chancellor for Diversity and Outreach to supplement UCSF’s Office of Affirmative Action, Equal Opportunity and Diversity, and the Diversity Learning Center (which teaches how to become “a Diversity Change Agent”), and the Center for LGBT Health and Equity, and the Office of Sexual Harassment Prevention & Resolution, and the Chancellor’s Advisory Committees on Diversity, and on Gay, Lesbian, Bisexual and Transgender Issues, and on the Status of Women.
Personally, I think that fair treatment of all and appreciation of cultural heritage is a good thing, but do we really need more and more administrators to ensure it? Indeed, Will notes, “In 2009 the base salary of UC Berkeley’s Vice Chancellor for Equity and Inclusion was $194,000, almost four times that of starting assistant professors. And by 2006, academic administrators outnumbered faculty.” Surely there must be a more efficient (not to mention ethical) way. (more…)
As I noted yesterday, I’m in Montreal for the next couple of weeks, and today I had the chance to see some of the student protests firsthand. These protests have been going on now for over three months, and have to do with the raising of tuition for college in Quebec.
I’m teaching at Farel Reformed Theological Seminary, which is located in the heart of downtown Montreal, and is adjacent to Concordia University. As I walked around earlier this week, I noticed the following on one of Concordia’s buildings:
The text is article 26 of the UN Universal Declaration of Human Rights, which reads in part, “Everyone has the right to education. Education shall be free, at least in the elementary and fundamental stages.”
I think that the kinds of protests we are seeing in Quebec might be the inevitable end of the logic of the welfare state. The logic goes something like this:
Education is a right, and should be free, or the next best thing to it. In order for it to be “free,” it must be administered, or at least underwritten, by the state, because we know that the only way to make something appear to be free is to requisition the necessary funds via taxation. This is, in fact, precisely the rationale for the existence of the modern welfare state, in which in the context of the Netherlands, for instance, it is understood to be “the task of the state to promote the general welfare and to secure the basic needs of people in society.”
Education is a right (per the UN Declaration), is constitutive of the general welfare, and a basic need. Thus it must be “fully guaranteed by the government” (to quote Noordegraaf from the Dutch context regarding social security, mutatis mutandis).
This means that the flawed logic of the welfare state will have to be critically reexamined, no small task for a developed world that has steadily built infrastructure according to logic for much of the past seventy years.
For Quebec this does not bode well, as Cardus’ Peter Stockland puts it, “This is a province in the grip of reactionary progressives afflicted with severe intellectual and institutional sclerosis. Their malaise prevents any proposals for change from being given fair hearing, much less a chance of being put into play. Real change, not merely revolutionary play-acting, is anathema in this province.”
The deadline to register for the 2012 Acton University conference is this Friday, May 18! This means that you have less than five days to visit university.acton.org to finish that application you started a few days ago.
If I were going to try to explain Acton University, I could say that attendees and faculty alike are professionals who are among the best in their respective fields. I could also say that the number and variety of resources brought to the event by everyone involved, whether directly or indirectly, is simply astounding. Or, I could explain that both of these elements help us to create an environment that cultivates your ability to articulate your understanding of the Judeo-Christian view of liberty and morality and its application in a free and virtuous society. Try as I might, though, none of this accurately describes the experience you’ll have at Acton University this summer. But remember: You only have until Friday to register so that you can find out for yourself!
You only have a few days left to visit the website and register for the 2012 Acton University conference – the registration deadline is next Friday, May 18. Guided by distinguished, international faculty, Acton University is a four day experience (June 12-15) held in Grand Rapids, Mich. During the conference, our goal is to offer you an opportunity to deepen your knowledge and integrate rigorous philosophy, Christian theology and sound economics. If you have ever had the opportunity to attend Acton University, I’m sure that you’ll agree that it is a life-changing experience. If you haven’t had the chance to attend in the past, make this the year that you do!
The 2012 conference is shaping up to be bigger and better than ever. We’ve packed the conference schedule with over 80 sessions given by top-notch daytime and evening speakers. But you don’t need to take my word for it; take a look at our faculty list and course list to see for yourself what all the hype is about.
“Even the conventional everyday morality,” writes Vladimir Solovyov,
demands that a man should hand down to his children not only the goods he has acquired, but also the capacity to work for the further maintenance of their lives. The supreme and unconditional morality also requires that the present generation should leave a two-fold legacy to the next,—in the first place, all the positive acquisitions of the past, all the savings of history; and, secondly, the capacity and the readiness to use this capital for the common good, for a nearer approach to the supreme goal. This is the essential purpose of true education….
According to Solovyov, there is a basic, commonsense morality by which most parents feel an obligation to leave an inheritance to their children and give them the opportunity and know-how to use it. He goes on to argue that this principle ought to be expanded generationally: “the present generation should leave a two-fold legacy to the next,” passing on what it has received and instilling in the next generation the ability and desire to use the heritage of human history for the common good. This, he believes, is the “essential purpose of true education.” As commencement ceremonies are celebrated throughout the country this month, how well, I wonder, do we match up to this standard in the United States today? (more…)