Posts tagged with: education

DiversityWith its decision in Brown vs. Board of Education, the Supreme Court ended systemic racial segregation in public education. Now, sixty years later, courts have released hundreds of school districts from enforced integration—with the result being an increase in “resegregation” of public schools.

Numerous media outlets have recently picked up on a story by the investigative journalism nonprofit ProPublica about schools in Tuscaloosa, Alabama. According to the report:

In recent years, a new term, apartheid schools—meaning schools whose white population is 1 percent or less, schools like Central—has entered the scholarly lexicon. While most of these schools are in the Northeast and Midwest, some 12 percent of black students in the South and nearly a quarter in Alabama now attend such schools—a figure likely to rise as court oversight continues to wane. In 1972, due to strong federal enforcement, only about 25 percent of black students in the South attended intensely segregated schools in which at least nine out of 10 students were racial minorities. In districts released from desegregation orders between 1990 and 2011, 53 percent of black students now attend such schools, according to an analysis by ProPublica.

Why has this resegregation occurred? A forty-year-old experiment on racial diversity might just hold the answer.
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Blog author: jcarter
posted by on Thursday, April 24, 2014

Children-in-PovertyFrom the fiscal to the familial, conservatives have the right answers, says Kevin D. Williamson:

The conservative hesitancy to put the issue of poverty at the center of our domestic economic agenda, rather than tax rates or middle-class jobs, is misguided — politically as well as substantively. Any analysis of the so-called War on Poverty, officially at the half-century mark this year, will find that the numbers are very strongly on the side of the conservative critique of the welfare state: We spend a great deal of money, achieve very little in the way of measurable positive good, and inflict a great deal of destruction on families and communities in the process. Addressing poverty in a meaningful and robust way calls for a response from every part of the conservative coalition, because we have a generation’s worth of social-science research documenting that poverty is only partially an economic phenomenon. Poverty is complexly intertwined with marriage and family, with childbearing habits, and with the prevailing norms in local communities. The cause-and-effect relationships here can be complicated, and they operate at the community level as well as the individual level: For example, poor children with married parents experience better long-term economic outcomes than do those with single parents, but the more significant variable, according to a fascinating Harvard study on the subject, is the prevalence of marriage in their communities. It matters whether a poor child has married parents, that is, but it matters even more how many of his friends and classmates have married parents. The free market is part of the solution here, but it is only a part of the solution. But whether the question is the organization of our families, the organization of our tax code, or the organization of our schools, conservatives are well-positioned to step in and do something about the mess the Left has made of things, if only conservative leaders — and, especially, Republican elected officials — were more inclined to do so.

Read more . . .

Blog author: jcarter
posted by on Tuesday, April 15, 2014

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.

l_20121213-school-reform-145-600-300If 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)

Scholarship, Scholastica I, Scholastica II, Abraham Kuyper“What should be the goal of university study and the goal of living and working in the sacred domain of scholarship?” –Abraham Kuyper

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…)

got-toleranceCritics 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.[3] 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.”

(Via: Cranach)

coolidge bioCalvin 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:
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Blog author: jballor
posted by on Friday, March 14, 2014
College Freshman

College Freshman

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?”

College-Fund-by-Tax-CreditsSenator 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:
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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.

Download a Fact Sheet Here

If you have any scholarship questions, please contact us at scholarships@acton.org.