Posts tagged with: public education

In this American Enterprise Institute Vision Talk, Chancellor of DC Public Schools Kaya Henderson talks about the state of public education reform. She says we have the opportunity to change everything we’ve been doing wrong in education for the past 100 years, but we are failing at the task. How, she asks, do we consistently produce quality education for all children? Can it even be done?

It is interesting to note that one focal point of Henderson’s talk is community. Although she does not use the word, what she is talking about is the principle of subsidiarity – those closest to a problem or issue are bested suited to deal with it.

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Perhaps you’ve seen this: the 8th grade test from Bullitt County Schools in Kentucky, circa 1912. Here are a few questions the 8th graders were expected to be able to answer:

• Define latitude and longitude
• Locate the Erie Canal. What waters does it connect, and why is this important?
• How does the liver compare in size with other glands in the human body? Where is it located? What does it secrete?
• Define the following types of government: democracy, limited monarchy, absolute monarchy, republic. Give an example of each.
• Who invented the following: magnetic, telegraph, cotton gin, sewing machine, telephone, phonograph

102 years later, and education is now in the hands of education researchers. According to Max Eden, these folks study very different things that the 8th-graders of yore. Eden, writing at National Review Online, says he eagerly dug into the report of the American Educational Research Association, twenty-thousand of whom descended upon Philadelphia a few weeks ago. (more…)

July 31st marks the 100th birthday of the economist Milton Friedman. Celebrations planned by proponents of free-markets will take place across the country to recognize and pay tribute to his legacy and the power of his ideas. I am speaking at an Americans for Prosperity event in town on the topic of school choice on his birthday.

My commentary this week is on school choice. Nobody has influenced and shaped the school choice movement more than Friedman. In my piece, I stressed the moral power of pivoting away from bureaucratic centralized schooling and encourage greater parental involvement in education. Simply put, school choice allows for parents to better shape the spiritual formation of their children. Nobody can make better decisions about the education of their children than the parents.

Finally, schools that have to compete for students and tax dollars will be forced to improve and be innovative for today’s complex and global marketplace.

As Michelle Kaffenberger points out, parents in the poorest parts of India share a concern of many Americans: Their children don’t actually learn much in the public schools.
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Whether a problem is a matter of “public policy” or “private-policy” often depends on how we think about property rights, says economist David R. Henderson. Take, for example, the debate about whether evolution or Intelligent Design theory should be taught in schools:
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My contribution for this week’s Acton News & Commentary:

Inner-city education fails without the church

By Anthony Bradley

As Congress moves toward reauthorization of the Elementary and Secondary Education Act, the problem is not that the Department of Education is not doing enough but that it suffers from an acute case of what psychologists call “organizational narcissism.” If they really wish to address America’s inner-city public school crisis, federal education officials must look beyond the boundaries of their own agencies and recognize the crucial role of churches.

Steven Churchill, of the Center for Organizational Design, explains that organizations can have a grandiose sense of self-importance and an inflated judgment of their own accomplishments, leading to “an unreal, self-defeating preoccupation with the company’s own image.” For example, even with overwhelming evidence that, other than family support, church involvement is the most consistent predictor of academic success for inner-city children, the organizational narcissism of the education industry prevents it from tapping into the resources of black and Latino churches.

In 2008, President Obama rightly acknowledged that, “There is no program and no policy that can substitute for a parent who is involved in their child’s education from day one.” This is an indisputable truth. What should baffle every American citizen is that the role of inner-city ethnic churches is oddly missing from the Obama administration’s education reform vision.

A series of 2010 studies in Howard University’s Journal of Negro Education (JNE), one of America’s oldest continuous academic journals focusing on black people, reported how church involvement increases education success in inner-cities. In “Faith in the Inner City: The Urban Black Church and Students’ Educational Outcomes,” Dr. Brian Barrett, an education professor at the State University of New York College at Cortland, describes the unique contributions black churches play in cultivating successful students in the inner-cities. He observed that “religious socialization reinforces attitudes, outlooks, behaviors, and practices … particularly through individuals’ commitment to and adoption of the goals and expectations of the group” that are conducive to “positive educational outcomes.”  In fact, back in 2009 Barrett reported that for black inner-city youth who reported attending religious services often, the black/white achievement gap “was eliminated.”

Barrett reports that one of the most important advantages of inner-city churches is that they provide “a community where Black students are valued, both for their academic success and, more broadly, as human beings and members of society with promise, with talents to contribute, and from whom success is to be expected.” Churches also affirm inner-city youth as trusted members of a community that celebrates academic success, and the practices that produce it, which overrides the low expectations communicated at school. Additionally, Barrett highlights the ways in which black churches, because they are equipped to deal with families, are effective at sustaining and encouraging parental educational involvement from the heart as well as providing contexts where youth can have regular contact with other adults for role-modeling and mentoring.

Barrett is not alone. In another JNE study of 4,273 black students titled, “How Religious, Social, and Cultural Capital Factors Influence Educational Aspirations of African American Adolescents,” Hussain Al-Fadhli and Thomas Kersen, sociology professors at Jackson State University, report that “family and religious social capital are the most potent predictors for positive student college aspirations.” These scholars explain that “students who attend church and believe religion is important may be more likely to interact with more adults who can help them with their school work and even provide guidance about their futures goals and plans.” The authors conclude that students with an “active religious life, involved parents, and active social life have greater opportunities and choices in the future.”

Since W.E.B. DuBois wrote in the 1890s about the black church, dozens of studies confirm this truth: Low-income black kids will not achieve academic success without strong families and the church. Strengthening these institutions, however, is beyond the expertise of any government agency or education program or policy. Using President Obama’s phrasing, if parents need to be involved in a child’s education from day one, in the inner-city the church must be involved beginning on day two. Without thriving and healthy inner-city churches, low-performing schools are simply cultivating the next generation of crime and welfare statistics. We owe it to children to place them in contexts that are sustainable and effective.

My latest Acton commentary:

Do at-risk black males need to be emancipated en masse from America’s public school complex? A new study released about high school dropout and incarceration rates among blacks raises the question. Nearly 23 percent of all American black men ages 16 to 24 who have dropped out of high school are in jail, prison, or a juvenile justice institution, according to a new report from the Center for Labor Markets at Northeastern University, “Consequences of Dropping Out of High School.”

High school dropouts cost the nation severely. Not only are American taxpayers getting no return on the $8,701 we spend on average per student, each dropout costs us $292,000 over their lifetime in lost earnings, lower taxes paid, and higher spending for social programs like incarceration, health care, and welfare.

Given the many social pathologies plaguing black males in low-income and fatherless households, the best place for at-risk black males is not the dominant failed public school paradigm. Since public schools are forbidden to teach virtue and often reduce children to receptacles of information, expanding private and faith-based options to black parents is the only compelling solution.

The Office for Standards in Education, Children’s Services and Skills (Ofsted), England’s chief education inspection agency, recently released a report lauding the attributes of faith schools. The report, “Independent Faith Schools,” examined the quality of formation provided by Christian, Jewish, Muslim, Buddhist and Hindu religious schools. The inspectors found “pupils demonstrating an excellent understanding of spiritual and moral attributes.” In all the schools visited, “pupils gained a strong sense of identity and of belonging to their faith, their school and to Britain.” In other words, faith-based schools, by simply teaching about religion, are forming their students to be virtuous citizens.

Has America given up on making virtuous citizens out of black males? In England’s faith schools, “good citizenship was considered by all the schools visited to be the duty of a good believer because this honoured the faith,” the report says. In contrast, American public schools have become prisoner factories for at-risk black males. Because producing educated, virtuous citizens is unrelated to funding, the problem cannot be addressed by the simplistic expedient of increasing government allocations to education. The deeper problem is that the American education system seems no longer to value what faith schools in England are recognized for: producing students with good “spiritual, moral, social and cultural understanding.” (more…)