Posts tagged with: education

On Nov. 18, at the General Meeting of the Evangelical Theological Society in Atlanta, Gene Edward Veith of Patrick Henry College gave a lecture titled, “Vocation: The Doctrine of Christian Life.” In the lecture, he explains why theological educators can’t fulfill their own vocation until they recover the vocations of those around them. The lecture was sponsored by the Oikonomia Network, a project of the Kern Family Foundation, dedicated to integrating discipleship with everyday life by developing a biblical perspective on work and economics. The event was hosted by Greg Forster, the Foundation’s program director for American history, economics and religion.

Gene Edward Veith is the Provost and Professor of Literature at Patrick Henry College, the Director of the Cranach Institute at Concordia Theological Seminary, a columnist for World Magazine and TableTalk, and the author of 18 books on different facets of Christianity and culture.

The Detroit News picked up Anthony Bradley’s Acton Commentary this week, and republished it as “Teachers unions, civil rights groups protect failed schools.”

Bradley:

Civil-rights groups including the NAACP, the National Urban League, Rainbow PUSH Coalition, recently released a joint statement objecting to the Obama administration’s education reform proposal, which includes the closing of failing schools, increasing use of charter schools, and other common sense moves toward choice and accountability in education. These groups reject Obama’s so-called “extensive reliance on charter schools.”

Even though there is overwhelming evidence supporting the success of charter schools for children from low-income households, the civil rights groups resist the opportunity for parents to exercise freedom to choose those schools.

Today’s Acton Commentary:

Teachers Unions and Civil Rights Groups Block School Choice for Black Students

Teachers unions, like the National Education Association (NEA), and many civil-rights organizations inadvertently sabotage the potential of black males by perpetuating failed educational visions. Black males will never achieve academic success until black parents are financially empowered to opt out of failed public school systems.

The American public education system is failing many groups, but none more miserably than black males. The numbers are shocking. The Schott Foundation recently reported that only 47 percent of black males graduate from high school on time, compared to 78 percent of white male students. This revelation is beyond disturbing because it exposes the fact that many public schools serve as major catalysts for the desolation of unemployment and incarceration that lies in many black boys’ future.

In many places the disparity between whites and blacks is nearly unbelievable. In Nebraska, for example, the white/black graduation gap is 83 percent compared with 40 percent and in New York 68 percent compared with 25 percent. The way urban city school districts fail black males is more disconcerting considering that black professionals are in charge. Urban districts are among the worst at graduating black males: Atlanta, 34 percent; Baltimore, 35 percent; Philadelphia, 28 percent; New York, 28 percent; Detroit, 27 percent; and St. Louis, 38 percent.

There are surely many reasons for such failure, and family breakdown must rank high among them. Schools may be powerless to transform black family life, but they should not be left off the hook for turning in a dismal performance. In a recent interview, Dr. Steve Perry, principal and founder of Capital Preparatory Magnet School in Hartford, Conn., repeatedly places the blame for the black achievement gap at the feet of the partnerships between the teachers unions and the NAACP, “a civil-rights relic.” The places where black students excel, says Perry, are those where students have access to choice. Sadly the NAACP and the NEA have long undermined the push for low-income black parents to exercise freedom to choose the best schools as a national norm. (more…)

As Kishore Jayabalan noted yesterday, the fallacy of “broken windows” is, unfortunately, ubiquitous in discussions of public finance and macroeconomics. Though we are told that government spending and public works have a stimulating effect on economic activity, rarely are the costs of such projects discussed.

Such is the case with several stimulus projects in my own hometown of Atlanta, GA. The Atlanta Journal-Constitution reports on a list that Sen. John McCain and Sen. Tim Coburn drew up, criticizing wasteful stimulus projects throughout the country:

Their list includes Georgia Tech professors who received federal stimulus funds to understand how jazz, avant-garde art and Indian classical musicians improvise. The report cites an Atlanta Journal-Constitution article that describes the $762,372 study, which involves using brain imaging to learn how musicians do their work.

[....] The senators also highlighted a $677,462 research project at Georgia State University to study “why monkeys respond negatively to inequity and unfairness.” Asked about the project, the university sent the AJC a news release from last year that said the research “will hopefully answer questions about the evolution of responses to reward inequality — including those responses in humans.”

Georgia Tech has fired back:

Georgia Tech issued a statement in response, saying such research is “necessary for the long-term economic success of our state and our nation.”

But how can one verify such claims? As Kishore has pointed out, the mere fact that money is being spent is not enough to claim that the economy benefits from such expenditure. The hidden costs of stimulus money are the jobs and services that would have otherwise been funded by the private sector.

In order to actually determine whether an investment is truly beneficial to the economy, one must be able to subject it to the cost-accounting of profit and loss. A product or service that makes losses has consumed resources that could have otherwise been put to more productive uses in the economy. But since government expenditures are funded not through any kind of voluntary market exchange, but through taxation, this kind of mechanism cannot be used to evaluate them.

So we can be pretty sure that stimulus projects, in fact, are not as conducive to economic growth as we have been led to believe, since such projects would probably not withstand the profit-and-loss test of the market.

But this is not to say that funding any of this kind of scientific research is not worthwhile. Activities such as philanthropy and charitable giving do not produce any kind of profitable return, but are nevertheless recognized as noble and praiseworthy. There may be good reasons for funding these projects, but economic growth is not one of them.

I’ve long argued that school choice is the quintessential bipartisan cause, with boundless potential to transform American primary and secondary education. Yet, for various reasons (all of them bad), it has failed to live up to that potential—its significant successes in various places notwithstanding.

One more anecdote to file away on this matter comes from Rich Lowry at NRO: the travails of Eva Moskowitz in New York City.

Favorite quote:

It’s amazing what you can accomplish, she says, when you design your schools “around teaching and learning and don’t think of yourself as an employment program for grown-ups.”

Blog author: ken.larson
Tuesday, August 11, 2009
By

Chester E. Finn Jr. served with William J. Bennett [The Book of Virtues et al] in The Department of Education under President Reagan from 1985 to 1988 — that point in Reagan’s presidency when the talk of shutting down the Department had been abandoned.

Bennett has often quipped about his tenure while SecEd as one where he stood at the ship’s wheel turning it from starboard to port all the while not realizing that the cables connecting the wheel with the rudder had been removed. It’s a good way to explain how massive amounts of money get spent in the bureaucrat’s effort both at State and Federal levels to educate kids with a consistent result that kids emerge from public schools in great numbers functionally illiterate.

And we’re talking here about a lot of money. K-12 public education spending in the U.S. with the Obama stimulus added in will total $667 Billion this year or $13,340.00 per public school enrolled child.

Those nearly two million kids who are home schooled and win spelling bee championships are likely wincing at that number since their parents get back virtually nothing of what they pay to the tax man.

Lately we’ve used test scores to validate and measure the public school failure, and those who still head large bureaucracies have tried to tweak their systems with new plans. Bush tried “no child left behind” and Obama’s Chicago friend Arne Duncan is touting “Race to the Top.”

Just off vacation where one hopes to get refreshed, Chester Finn from his pinnacles at Hoover Institute and Fordham Foundation has published a piece at National Review Online that has me confused. He’s a friend on a lot of issues but after reading “A Constitutional Moment for American Education” I’m thinking that Checker, a welcomed nickname, has been to one too many teacher’s conferences.

First let me explain that I’m seeing almost everything government does these days through the dark glass of Obama’s attempted seizure of American social and industrial institutions. He’s trying to nationalize us. So yesterday when I was informed shortly after reading Finn’s piece at NRO that a part of the Obama Health Industry takeover included S224 the “Education Begins at Home” scheme, my heart skipped a beat. Here’s why.

The Obama “health” plan provides “Grants to States for Quality Home Visitation Programs for Families with Young Children and Families Expecting Children” [p. 840] and provides for “coordination and collaboration with other home visitation programs and other child and family services, health services, income supports and other related assistance.” Do you see the dots I’m connecting? In California such a home visitation service already exists, financed by Rob Reiner’s [Meatball] cigarette tax money. It’s cradle to grave control.

Finn’s essay is meant as a reflection of what spurred on the Founding Fathers from the days of The Articles of Confederation to passage of The Constitution — a period he describes as “political invention combined with …. nurturing” which he overlays on the conundrum American education finds itself in today. So far okay, right?

But here it gets interesting because Finn sees traditional K-12 “local control” as obsolete and frail, ill suited to urban mobility, mired in parochial assessments. At the same time he sees a President’s education mottos and marketing schemes doomed to fail because they inevitably are only trying to “make the old system work better” — and I agree with that part.

Yet Finn wants us to take characteristics that drove our Founders toward Constitution which he lists as Imagination, Statesmanship, Courage and Adaptation and apply them to a scheme of National Standards and Measures and the replacement of school “districts” with an array of “virtual or national operators.”

And he inserts into the “adaptation” paragraph a nod to Judicial power that in my opinion is one of our major problems — a concession to opinions from appointees rather than a reliance on representatives for whom we vote. Almost all proposed laws these days are passed by Congress and legislatures with vague directives from those rocket scientists to “let the courts sort it out.” Our law making is a mess and one of the reasons that few of the Congress who voted last spring on a law to penalize executives who were to receive bonus money during the bailout debacle were bothered that The Constitution forbid “ex post facto” laws. These people don’t read the bills they vote on; they don’t read The Constitution. They can’t pass a civic literacy test.

So, where goes Federalism in Finn’s suggestions? Is Checker so blind as to not see that the failures of the education system in America are the failures of the public, state run education systems?

Those Founders who managed to put our country together included John Adams who had been taught at home and with neighbor children under the guidance of divinity graduates until he went off to Harvard and sat for the bar. Most in the country were taught at home and in urban areas at parochial schools up until that time when modernity grabbed hold of our lives — until that time when The Enlightenment took hold of education and under the guidance of progressive liberals made it “public.”

In his book Surprised by Hope, N.T. Wright reminds us that politicians generally gain their inspiration from the false notion that they can lead us to Utopia with promises of scientific advance and wider education. But Wright reminds us that “the utopian dream is in fact a parody of the Christian vision.” We will not be made perfect by hard work and study; but only with God’s grace.

Professor James Tooley‘s new book The Beautiful Tree is reviewed at NRO by Dan Lips. It’s a story of an emerging new kind of school in places like India and Africa and the developing world where desperately poor citizens recognize the value of an education and on their own have created a private market for it separate of the state. And it’s working.

Just another instance where elites in The United States of America have something to learn from the natives.

Blog author: ken.larson
Friday, July 31, 2009
By

In a Wall Street Journal article titled “The Great Philanthropy Takeover” Arkansas based writer David Sanders reports on a recent conference of the nationwide Council of Foundations in his home state. Sanders’ article aligns with Michael Miller’s blog of July 30 “Healthcare – Don’t Forget The Morality Of It” and deserves your attention because of the author’s conclusion that the Obama administration “is beginning to nationalize another sector of the American economy.”

How could that happen? Well it would happen because many of those folks who head up non-profit groups that rely on OPM — other people’s money — have a tough time identifying and convincing donors to give them some. Obama is offering an alternative: Bundled packages of tax payer’s money for “shovel ready” community help projects. If you’re a struggling non-profit with an iffy mission, it’s the greatest grant available.

And Obama knows about grants because when he was a community organizer in Chicago he and his associates, including William Ayres, were able to get over $120 million including matching funds from the Annenberg Foundation to spread around to their constituents. Eventually the Annenberg people cut off their funds because no good could be attributed to the use of all the money they’d supplied, but you get the picture.

Notwithstanding the deceitfulness of that Ayres-Obama Chicago enterprise, we generally should be wary of Greeks bearing gifts.

At the NCEA convention earlier this year I introduced and listened to a former lobbyist give advice to a room full of Catholic educators on how to get a piece of the stimulus money Obama had just announced would be available for schools. Just like Larry Arnn at Hillsdale College in Michigan and the American Council of Trustees and Alumni, I’m distrustful of the influence government has on curriculum and the mission of our schools and worry about the federal government’s intrusion into any enterprise. But at the NCEA event, the room was all ears to the application tricks being offered them.

That’s also what happened at the Foundation meeting in Arkansas, where as Sanders writes:

Carlos Monje, policy director of the White House’s Office of Social Innovation and Civic Participation, briefed the conference on how President Obama, who came up through the ranks of community organizing, wants to “change the ethic of service” for the country. Key to the administration achieving its desired results? Rewarding model nonprofits with federal dollars—seed capital—from the new $50 million “Social Innovation Fund.”

That phrase “ethic of service” calls to mind many things that hang on the tenets of faith to which Christians pay mind. But as we are consistently reminded by the scholars at Acton Institute, our charity is best left to the individual.

As Acton’s core principles state: “The government’s primary responsibility is to promote the common good, that is, to maintain the rule of law, and to preserve basic duties and rights. The government’s role is not to usurp free actions, but to minimize those conflicts that may arise when the free actions of persons and social institutions result in competing interests.” You might ask in this context who would declare a non-profit a proper “model” for funding or determine appropriate “social innovation?” If you said Mr. Monje you’re probably right.

Making the case to individuals for your “good deed” request is not an easy task, but it’s the only way we should be promoting the kind of Charity explicit in the ministry of Jesus Christ.

As I tell my friends in education, “Watch out for the serpent in your tent. Watch out for that Trojan Horse.”

A recent NBER working paper, “Internationalization of U.S. Doctorate Education,” takes a look at trends in doctoral degrees awarded by American institutions in the physical sciences, engineering, and economics.

From the abstract, “The representation of a large number of students born outside the United States among the ranks of doctorate recipients from U.S. universities is one of the most significant transformations in U.S. graduate education and the international market for highly-trained workers in science and engineering in the last quarter century.”

That transformation wouldn’t be possible without travel and visa allowances, as well as an educational and cultural atmosphere that welcomes immigrants. The trend also speaks to the level of prestige and respect accorded to U.S. institutions and degrees, and the portability and value of those degrees abroad.

Maurice Black and Erin O’Connor, research fellows at the American Council of Trustees and Alumni, write in “Illiterates,” a column in Newsday, that “younger Americans are deplorably uninformed about economic and financial matters.” They observe that “students who do not understand money become adults who are financially irresponsible.” And, of course, they become adults who are not equipped to understand broader economic issues involving government, such as taxation, debt and spending. From the column:

Some colleges and universities offer programs such as free and confidential peer counseling sessions or classes that teach undergraduates the nuts and bolts of managing their personal finances. But efforts along these lines are not being made systematically. The American Council of Trustees and Alumni has found that only one of 100 leading American universities requires an economics course.

No wonder that a 2008 Intercollegiate Studies Institute survey revealed stunning levels of economic ignorance among the American people as a whole. Only 16 percent could differentiate free markets from central government planning. Less than 30 percent understood the relationship between taxes and government spending, and less than 40 percent knew what sort of fiscal policy would produce economic stimulus.

These problems are deepened by pre-existing deficits in essential literacy and numeracy skills. Some colleges have no math requirements at all. Even at schools that require quantitative reasoning, it’s often easy to avoid math. At the University of Pennsylvania, to take one example, students can satisfy their quantitative requirement with courses on anxiety disorders, perceptual learning or the family.

Support the Acton Institute’s educational programs via this secure online link.

I am a great fan of “back to basics.” This is because the general population does not know what the educated person of my youth knew. Let’s take college education. The undergraduate university I attended had a heavy core curriculum. In philosophy alone there were five required courses in sequence. I would minoring with 21 credits. In theology there were four, again in sequence. In history there were three—two in sequence and one of the student’s choice. In political science there were two in sequence, same each with math and science. There were five in English, again in sequence. Today it is very rare to find such a core. Nowadays, a typical student is usually required to take an English writing course and then maybe one or two courses in each major area, not in sequence, but of his own choosing. The result is that the student’s knowledge is a hodge-podge, rather than a sequential building from a foundation. So the foundations are missing or shoddy.

I was a critic on panel at a scholarly conference in Texas once. I was assigned a person’s paper to critique, and the jist of my argument was that the whole argument was founded on Nominalism. Since the other person had a doctorate as well as I, I assumed that we would have a fruitful discussion over the very foundation of the professor’s paper and research, where she would have to defend the nominalist basis of the paper. But, instead of addressing my critique, she discussed another person’s paper, which was not her job. After the panel ended, I asked another person on the panel who had been a former student of mine, why this happened. He threw up his hands and said, “Philosophically illiterate?”

This is exactly my point. This person’s knowledge base was very flawed such that she did not know a very basic concept that all students (even those with only a B. A.) in my generation who had attended at least Catholic universities would be familiar with.

So what I am going to do now is discuss in the following series the fundamentals of man’s nature and how it plays out in everyday life.

The big point to remember here is that both society and the market are sui generis: that is to say, self-generating. They come from themselves. No one created society except the people who live in it. And they did it by there multitudinous interactions. They did it by the interactions of a free people, exercising their freedom. Adam Smith correctly called this the system of natural liberty. It is natural because God gave all human beings a free will, just like his. God created the universe absolutely freely, and gave his creatures a free will. He also gave us reason, similar to His, but his reason is so far above ours, it is not that similar. Hence, our free will is more like God’s than our reason. (more…)