Posts tagged with: State school

Growing up, I attended a private, Christian school until 4th grade, when my mother couldn’t afford it any more and my brothers and I switched to a blue collar, suburban public school. Academically, I experienced a clear difference. The worst contrast was in math, where I learned basically nothing for three years. The only subject that was probably better at the public school was science, but I’m not even certain about that. Class sizes were larger too.

None of this is to say that I didn’t have good teachers and experiences and learn a great many things at my public school. I did, and I’m quite thankful for it, in fact. And, of course, private schools are perfectly capable of employing bad teachers and failing to properly educate their students. But this was my experience.

So in high school, for purely anecdotal and self-interested reasons, I supported school vouchers, much to the chagrin of many of my teachers. (There was a state level proposal in the 2000 Michigan election in support of vouchers that I wore a button supporting — I wasn’t old enough to vote at the time. Incidentally, the proposal failed.) After all, I thought, I might not have become such a slacker if I had continued to be challenged in my public school like I was in my private school.

With the recent appointment of Betsy DeVos as Secretary of Education by president-elect Donald Trump, vouchers may become a national issue. She has championed the cause and supported politicians who do for years.

Able now to take a less self-interested look at the issue (or so I tell myself), I’m actually a bit confused by the politics of vouchers — why isn’t there more skepticism on the right and support on the left? (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)

Private schools are for the privileged and those willing to pay high costs for education; everyone else attends public school or seeks alternate options: this is the accepted wisdom. In the United States, the vast majority of students at the primary and secondary level attend public school, funded by the government.

When considering education in the developing world, we may hold fast to this thinking, believing that for those in severely impoverished areas, private education is an unrealistic and scarce option, leaving the poor with public school or no education at all.

Indeed, this was the opinion held by James Tooley, a Professor of Education Policy at Newcastle University, until he experienced the landscape firsthand, traveling throughout the developing world, conducting research on educational systems in poor and prosperous areas, documenting numerous case studies, and reporting findings that prove the prevalence of low-cost private schools in poor areas.

In an Education Next article, Tooley discusses his observations and unmasks two common myths associated with education for the poor.

Myth #1: Private Education for the Poor Does Not Exist

We sometimes treat “the poor” as if they were somehow uniquely incapable of rising out of poverty without our assistance. We often assume, if we don’t provide them with everything they need, including education, that no one will. Yet if we look closely (and with a bit more humility), we see indigenous solutions everywhere. (more…)

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.