Posts tagged with: education

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 . . .

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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The Acton Institute presents Acton University every June in Grand Rapids, Mich. The course offerings are rich and diverse, but there is often the idea that Acton University is all about economics. It is, but keep in mind that economics is truly about human interaction, and thus the depth of the courses. Who should come to Acton University, and what can they expect to get out of it?

David Clayton, artist, teacher, writer and broadcaster who holds a permanent post as Artist-in-Residence and Lecturer in Liberal Arts at the Thomas More College of Liberal Arts, has written a blog post about his experience at Acton University:

The last time I attended was my first and in the introductory lectures the speakers described how economics is a reflection of network of social interractions. And the nature of these interractions derives from our understanding of the human person, which in turn comes from Catholic social teaching.

Each person attending must sign up for a an integrated series of lectures so that each builds on the last. It is cleverly worked out so that the first lecture you choose restricts your choice for the second and so on.  As this is my second year there, I will be doing a different set of classes, that build on what I learnt last time.

As a Catholic I tended to pick courses that focus on Catholic social teaching or are consistent with it. They seem to touch on a whole range of subjects that cover topics as varied as economics, theology, public policy, globalization, the environment. What impressed me is that far from being the detached libertarians unconcerned with morality that some had portrayed them as, they were all profoundly interested in the poor and the foundations of a good and moral society. Furthermore, and again this goes against the way they were characterised, they were extremely interested in promoting a culture of beauty and seeing how this was connected to a free economy.

Are you interested in this type of experience? Learn more from our video, and then check out the registration process.

 

Last month I wrote about the Romeike family, a German family of homeschoolers that was given the choice to abandon their religious convictions or lose custody of their children. Although the family is seeking asylum in the U.S., President Obama’s Justice Department has argued that the family should be denied refugee status based on their contention that governments may legitimately use its authority to force parents to send their kids to government-sanctioned schools.

Nick Gillespie of Reason.tv talked to Mike Donnelly, a lawyer for the Home School Legal Defense Association and a representative for the Romeike family, about the case and the history of anti-homeschooling laws in Germany.

If we assume that the institutions of civil society, like churches, recreation centers, fantasy football leagues, and book clubs are essential for a flourishing society, it becomes very important to determine how such institutions are developed, maintained, and promoted.

For thinkers as varied as Alexis de Tocqueville, Abraham Kuyper, and Pope Paul VI, the realm of civil society provides an indispensable area of connection and protection between the individual person and the political order. In Quadragesimo anno, Paul VI writes of the need for “the reform of institutions,” necessary in part because of “the evil of what we have termed ‘individualism’ that, following upon the overthrow and near extinction of that rich social life which was once highly developed through associations of various kinds, there remain virtually only individuals and the State.”

It is at this point that Paul VI invokes the principle of subsidiarity, which is dependent upon and recognizes the rich variegation of human social life, which consists in human identity not only in terms of the individual citizen and the political order, but also in the human person as friend, co-worshiper, family member, co-worker, neighbor, and so on. One of the things most pressing for Paul VI was the idea that these institutions of civil society needed to be strengthened, not only for their own good but also for that of the political order itself and even more broadly for the common good: “for, with a structure of social governance lost, and with the taking over of all the burdens which the wrecked associations once bore, the State has been overwhelmed and crushed by almost infinite tasks and duties.”

How do we reinvigorate civil society once it has declined? How do we help build up what has atrophied? These are questions that are vital for moving beyond a false dichotomy of market and state or individual and state, not only conceptually but practically. As Matthew Kaemingk writes, “Their importance is often ignored by politicians, but sociologists tell us that a flourishing array of non-profits and free organizations consistently leads to measurable declines divorce, poverty, violence, obesity, depression, chronic illness, illiteracy, dependency, homelessness, and political apathy.” But if associations of civil society help lead to these outcomes, what helps lead to associations of civil society?

Melissa Steffan reports at Christianity Today this week on some research that bears on aspects of the necessary answers to these questions. Steffan writes, “Parents considering whether or not to send their children to private school can now weigh more than just tuition and curriculum. According to a new study from professors at Calvin College, the affiliation of a high school student’s school significantly impacts his or her sense of civic duty.”

She is referring to a new article from Jonathan Hill and Kevin den Dulk, “Religion, Volunteering, and Educational Setting: The Effect of Youth Schooling Type on Civic Engagement,” which appears in the Journal for the Scientific Study of Religion.
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Today the Acton Institute announced the 2013 Novak Award winner. Full release follows:

Although he has only recently obtained his doctorate, David Paul Deavel’s work is already marking him as one of the leading American scholars researching questions of religion and liberty. In recognition of his early promise, the academic staff at the Acton Institute has named Deavel the recipient of the 2013 Novak Award.

Deavel is an associate editor of Logos: A Journal of Catholic Thought and Culture and a contributing editor for Gilbert Magazine. He is also currently a Fellow of the Center for Catholic Studies at the University of St. Thomas (Minn.), where he teaches courses in the Department of Catholic Studies and the St. Paul Seminary.

Deavel pursued his undergraduate degrees in philosophy and English literature at Calvin College in Grand Rapids, Mich., and earned a Ph.D. in historical theology from Fordham University in New York.

Much of Deavel’s research and writing has been on topics related to the Catholic intellectual tradition, most often reflecting his acquaintance with John Henry Newman and G.K. Chesterton. His writing has appeared in numerous books and a wide variety of popular and scholarly journals including America, Books & Culture, Catholic World Report, Chesterton Review, First Things, Journal of Markets and Morality, National Review, Nova et Vetera, New Blackfriars, and Touchstone.

He is a native of Bremen, Ind., and a 1992 graduate of Bremen High School. Deavel currently lives in St. Paul, Minn., with his wife, Catherine, a philosopher at the University of St. Thomas, and their five children.

Named after distinguished American theologian and social philosopher Michael Novak, the Novak Award rewards new outstanding research by scholars early in their academic careers who demonstrate outstanding intellectual merit in advancing the understanding of theology’s connection to human dignity, the importance of limited government, religious liberty, and economic freedom. Recipients of the Novak Award make a formal presentation on such questions at an annual public forum known as the Calihan Lecture. The Novak Award comes with a $10,000 prize.

The Novak Award forms part of a range of scholarships, travel grants, and awards available from the Acton Institute that support future religious and intellectual leaders who wish to study the essential relationship between theology, the free market, economic liberty, and the importance of the rule of law. Details of these scholarships may be found here.

If you’re a gradeschooler you’re probably sitting in a classroom right now thinking there’s no way teachers could possibly make school more tedious and boring.

Well, I have some bad news for you.

According to the New York Times, you may soon be studying the periodic table while playing dodgeball:

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http://cronychronicles.org/wp-content/uploads/2012/12/Kit.pngCrony Chronicles, an online resource about crony capitalism, wants to help college students and/or campus groups interested in exposing and eradicating corporate welfare.  They are offering free kits for anyone interested.

These kits will contain:

  1. 100 informational flyers on corporate welfare to give to students after they sign a postcard
  2. 100 post cards addressed to a senator telling them you want to end corporate welfare, and so should they
  3. Stamps
  4. 100 hilarious bumper stickers
  5. 100 candy coins to give out

And great resources to help you make the most out of your event!

The event must be held between March 5-7, to ensure that the postcards from all the campus groups participating will be delivered to the senator around the same time to have the most impact.

So, what are you waiting for? Just fill out this short form to request a FREE kit today. The deadline to apply for a kit is February 20th!

For more information about these kits, check out their page here.

In 2010, Uwe and Hannelore Romeike, who lived with their five children in the German state of Baden-Württemberg, were faced with a choice: abandon their Evangelical Christian religious beliefs or lose custody of their children. The Romeikes had withdrawn their children from German public schools in 2006, after becoming concerned that the educational material employed by the school was undermining the tenets of their Christian faith. After accruing the equivalent of $10,000 worth of fines and the forcible removal of their children from the home, they chose to flee their homeland and seek asylum in the United States. They believed our government was more respectful of religious liberties.

german-banThey soon discovered that was not the case.

On January 26, 2010, a federal immigration judge granted the Romeikes political asylum, ruling they had a reasonable fear of persecution for their beliefs if they returned to their homeland. The judge also denounced the German policy, saying it was, “utterly repellent to everything we believe as Americans.” However, President Obama’s Justice Department disagreed. They argued that the family should be denied asylum based on their contention that governments may legitimately use its authority to force parents to send their kids to government-sanctioned schools.

To better understand what Attorney-General Holder and his Justice Department are supporting, let’s look at the German policy. The parent-children relationship is defined in Art. 6 § 2 as follows:
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During Tuesday’s State of the Union, President Obama called for an increase in preschool education in order to prepare workers in the future:

…none of it will matter unless we also equip our citizens with the skills and training to fill those jobs.

And that has to start at the earliest possible age. You know, study after study shows that the sooner a child begins learning, the better he or she does down the road.

But today, fewer than three in ten 4-year-olds are enrolled in a high-quality preschool program. Most middle-class parents can’t afford a few hundred bucks a week for private preschool. And for poor kids who need help the most, this lack of access to preschool education can shadow them for the rest of their lives. So, tonight, I propose working with states to make high-quality preschool available to every single child in America.

Setting aside the fact that our country has no money to expand such programs, let’s look at the idea of preschool education itself. Head Start, the government’s preschool program, was an outgrowth of Lyndon B. Johnson’s “War on Poverty”, and began in the 1960s. It exists in all 50 states and has served over 1 million children. We have, then, almost 40 years of data on the effectiveness of this type of education for three- and four-year olds.

It doesn’t work.

Over $160 billion dollars have been “invested” in Head Start, and the results are in:

 …children who attended Head Start are essentially indistinguishable from a control group of students who didn’t.What’s so damning is that this study used the best possible method to review the program: It looked at a nationally representative sample of 5,000 children who were randomly assigned to either the Head Start (“treatment”) group or to the non-Head Start (“control”) group.

Andrew J. Coulson of the Cato Institute calls Head Start a “tragic waste of money”, and states there is no category – academics, social skills, emotional development, health – where children in Head Start did better than those who had not attended a non-Head Start program.

Even the government knows this is true. The Department of Health and Human Services has admitted “by third grade, the $8 billion Head Start program had little to no impact on cognitive, social-emotional, health, or parenting practices of participants. On a few measures, access to Head Start had harmful effects on children.”

Increasing government preschool programs is sentimental mythology: we have to do something for the children, even if it doesn’t work. It makes us feel better. It’s a bad idea, Mr. President. It was a bad idea 40 years ago, and it’s a bad idea now. We don’t dare waste one more penny in our debt-laden nation, and we certainly can’t afford to continue to use our kids as guinea pigs in an experiment that fails them, and fails our nation.