15
Jun 11

Parental Responsibility and Education

Good news parents!  In the recent Atlantic article on Joel Klein on the New York public school system, you are mentioned only in passing.

First, politicians see parents as a political constituency:

Let’s start with the politicians. From their point of view, the school system can be enormously helpful, providing patronage hires, school-placement opportunities for connected constituents, the means to get favored community and business programs adopted and funded, and politically advantageous ties to schools and parents in their communities.

Next, as a group to be lobbied and pressured by unions:

Moreover, millions of union members turn out when summoned, going door-to-door, staffing phone banks, attending rallies, and the like. Teachers are extremely effective messengers to parents, community groups, faith-based groups, and elected officials, and the unions know how to deploy them well.

President Obama seems to think teachers are more important than parents with regards to student performance:

But it’s just disastrous for the kids in our schools. While out-of-school environment certainly affects student achievement, President Obama was on to something in 2008 when he said: “The single most important factor in determining [student] achievement is not the color of [students’] skin or where they come from. It’s not who their parents are or how much money they have. It’s who their teacher is.”

Again, parents as a resource not as caregiver:

Given the other job opportunities for talented mathematicians—but not for phys-ed teachers—the same salary will attract many more of the latter than the former. It’s simple supply and demand. But when you’re short of qualified math teachers—as virtually every major urban school district is—poor kids with the greatest needs invariably get cheated, because most teachers prefer to teach highly motivated kids who live in safe communities, and whose parents will contribute private money to the school. The result: too few effective math and science teachers in high-poverty schools.

It occurs to no one that parental engagement beyond a source of money, votes, or influence might be useful.

 


28
Feb 11

Why, Yes! School Vouchers are EXACTLY like freeing the slaves!

Republicans have long rested on the laurels of their Civil War namesake as having freed the slaves (with the truth being more complicated, as in the moderate Republicans of the time would be Democrats now, and the Democrats of the time are now Republicans).    Meanwhile, this same modern GOP has been blowing the dog whistle and employing the emotional language of the politics of resentment since the Civil Rights Era.

I was just thinking how easy it will be to turn popular opinion against vouchers.  After all, it takes tax money and redistributed it to the poor, as stated in the Philadelphia Inquirer:

In its first year, the program would be open to students whose families earned up to 130 percent of the federal poverty line and who attended the “persistently lowest-achieving schools.”

In the second year, low-income children who were already enrolled in a private or parochial school but who lived within the attendance boundary of a persistently lowest-achieving school would also be eligible.

In the third year, low-income children living anywhere in Pennsylvania would be eligible for vouchers.

130% of the Federal poverty line for a family of four is slightly under $30,000.  Long story short?  Most of the people who are agitating the most for vouchers will not qualify.

Then I realized their political strategy.  Republicans can simultaneously reach out to African-Americans, create opportunities for crony capitalism, further diminish public-sector unions, pursue predator disaster-capitalism on an unprepared populace, and further damage public education.  Then, when vouchers are revealed as either being damaging or an insufficient remedy, they can blame the government and push for privatized education funded by public dollars.

Brilliant!

Simply highlighting that the middle class will see no benefit is a trap.


07
Dec 10

Michelle Rhee and the Education-Industrial Complex

Michelle Rhee has announced that she is going to Florida to champion school reform and that she’s starting a student advocacy organization (with her as CEO) to advance  same.   Says WaPo (note, owned by for-profit Kaplan education):

Rhee said the new group, StudentsFirst, will pressure elected officials and bankroll candidates at all levels of government who support her approach. The agenda includes recruiting high-quality teachers who are held accountable for student growth, swiftly removing those who do not perform, offering merit pay to reward top educators, expanding school choice and fostering parent and family involvement.

“We’ll support any candidate who’s reform-minded, regardless of political party, so reform won’t be just a few courageous politicians experimenting in isolated locations,” said Rhee, a longtime Democrat, in a first-person essay in Newsweek. “It’ll be a powerful, nationwide movement.”

The announcement marks the widely anticipated next chapter for Rhee, 40, who resigned in October after Mayor Adrian M. Fenty’s Democratic primary loss to Mayor-elect Vincent C. Gray.

While she made news last week by accepting an unpaid position on the education transition team of Florida Gov.-elect Rick Scott (R), her new venture will be her principal vehicle to promote educational change. StudentsFirst was rolled out in a carefully coordinated media blitz on Monday that included the Politico Playbook, the cover of Newsweek, a segment on Oprah and a new Web site. Rhee will be the group’s chief executive and public face as it tries to raise $1 billion from corporations and individuals.

Which takes me back to Rhee’s announcement for StudentsFirst –  where would this $1,000,000,000 come from?  I see her politically nibbling at the edges by taking money from the “Education-Industrial Complex” and attendant ideological partisans (who benefit by the reduction in the power of teacher unions and a weakening in the Democratic Party).  Keep in mind, if Rhee gets 1% from that $1,000,000,000 collected by StudentsFirst, she earns $10,000,000.  That ladies and gentlemen, is how this game is played.  Actual achievement of ‘reform’ is incidental icing-on-the-cake.  Consider her a smarter Sarah Palin, who will similarly make more money talking about doing something than actually doing it.

While I feel reform is a noble and necessary endeavor (previously here and here),  Rhee is not a fit leader.  Anyone who finds it necessary to demonize a partner and stakeholder (which Rhee’s has done repeatedly with ‘teachers’ unions’) and not as partners (see infographic) lacks the essential leadership skills. She is creating a “Tea Party for Education”.  What is this reform?  What does it look like?  Mind you, I am 100% pro-reform, but I doubt it looks like Rhee’s vision.  I will say this – the same reductionistic education approach that got us into this mess will not get us out.

I’m continually shocked that no one sees the endgame here – the privatization of education (funded by Government dollars).   The private sector – those same CEOs who brought you British Petroleum and Enron – is salivating at the chance for public dollars and “private” education.  Before we discuss privatizing elementary and secondary education, we should look at how for-profit higher education has worked thus far.  I see an explosion of student debt, an even less-prepared workforce, failed schools, higher loan default rates, and lower graduation rates.  How is the push for privatized primary and secondary education be different?  This is also not to say that there are similar problems – especially regarding an “education bubble”  - in established Colleges and Universities (see this infographic).

‘Deregulating’ education will not lower taxes, will not make the system more fair and equitable, will not reduce teacher compensation, and will not result in better outcomes.  You will however now have a choice on how to waste your tax dollars by subsidizing yet another industry while trading away accountability at the voting booth.  Like most things involving deregulation, they will be counting on consumer ignorance, where fools and their money will soon be parted.

There have been no greater cheerleaders for school reform than the nation’s newspapers.  I can’t help but wonder what part the idling presses of the United States will take in the Corporatization of Education?  Will it be supporting of better marketing for schools (as I suspect is the case in New York with Bloomberg’s appointment of a magazine CEO as school head?  Creation and distribution of materials (as corporate welfare for the print industry)?  It’s certainly within the realm of possibility.  They aren’t doing this “for the kids”, they are doing it “for the profits”.

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25
Aug 10

Blame the Villains or Victims?

The NYTimes blames the victims:

It’s happening all over, in all sorts of families, not just young people moving back home but also young people taking longer to reach adulthood overall. It’s a development that predates the current economic doldrums, and no one knows yet what the impact will be — on the prospects of the young men and women; on the parents on whom so many of them depend; on society, built on the expectation of an orderly progression in which kids finish school, grow up, start careers, make a family and eventually retire to live on pensions supported by the next crop of kids who finish school, grow up, start careers, make a family and on and on. The traditional cycle seems to have gone off course, as young people remain un tethered to romantic partners or to permanent homes, going back to school for lack of better options, traveling, avoiding commitments, competing ferociously for unpaid internships or temporary (and often grueling) Teach for America jobs, forestalling the beginning of adult life.

The article goes on and on comparing now to then, and seems to not talk sufficiently about causes.  Who in their right mind would move home unless they had to?  If you are a recent college graduate, you are competing with 5 or 6 people for every job opening.  You’re going to grad school, hoping to ride out the storm.  You aren’t getting married because you can’t start a household and family from your mother’s basement.  Why are things not like they were for my/your/their parents?  What happened to those good jobs, lifetime employment, and other things the previous generations took for granted?  The impression that I took from the article was some sort of implied defect in today’s youth.

Meanwhile, in the People’s Republic of California, Berkley Campus, a different conversation takes place:

The bad news is that you have been the victims of a terrible swindle, denied an inheritance you deserve by contract and by your merits. And you aren’t the only ones; victims of this ripoff include the students who were on your left and on your right in high school but didn’t get into Cal, a whole generation stiffed by mine. This letter is an apology, and more usefully, perhaps a signal to start demanding what’s been taken from you so you can pass it on with interest.

Swindle – what happened? Well, before you were born, Californians now dead or in nursing homes made a remarkable deal with the future. (Not from California? Keep reading, lots of this applies to you, with variations.) They agreed to invest money they could have spent on bigger houses, vacations, clothes, and cars into the world’s greatest educational system, and into building and operating water systems, roads, parks, and other public facilities, an infrastructure that was the envy of the world. They didn’t get everything right: too much highway and not enough public transportation. But they did a pretty good job.

Young people who enjoyed these ‘loans’ grew up smarter, healthier, and richer than they otherwise would have, and understood that they were supposed to “pay it forward” to future generations, for example by keeping the educational system staffed with lots of dedicated, well-trained teachers, in good buildings and in small classes, with college counselors and up-to-date books. California schools had physical education, art for everyone, music and theater, buildings that looked as though people cared about them, modern languages and ancient languages, advanced science courses with labs where the equipment worked, and more. They were the envy of the world, and they paid off better than Microsoft stock. Same with our parks, coastal zone protection, and social services.

This deal held until about thirty years ago, when for a variety of reasons, California voters realized that while they had done very well from the existing contract, they could do even better by walking away from their obligations and spending what they had inherited on themselves. “My kids are finished with school; why should I pay taxes for someone else’s? Posterity never did anything for me!” An army of fake ‘leaders’ sprang up to pull the moral and fiscal wool over their eyes, and again and again, your parents and their parents lashed out at government (as though there were something else that could replace it) with tax limits, term limits, safe districts, throw-away-the-key imprisonment no matter the cost, smoke-and-mirrors budgeting, and a rule never to use the words taxes and services in the same paragraph.

Now, your infrastructure is falling to pieces under your feet, and as citizens you are responsible for crudities like closing parks, and inhumanities like closing battered women’s shelters. It’s outrageous, inexcusable, that you can’t get into the courses you need, but much worse that Oakland police have stopped taking 911 calls for burglaries and runaway children. If you read what your elected officials say about the state today, you’ll see things like “California can’t afford” this or that basic government function, and that “we need to make hard choices” to shut down one or another public service, or starve it even more (like your university). Can’t afford? The budget deficit that’s paralyzing Sacramento is about $500 per person; add another $500 to get back to a public sector we don’t have to be ashamed of, and our average income is almost forty times that. Of course we can afford a government that actually works: the fact is that your parents have simply chosen not to have it.

We should be attributing culpability, not just assigning blame.


18
Apr 10

Digital Literacy

We talk about literacy (as in reading and writing) and financial literacy (for all things money). When we hear of digital literacy, we often hear about the gap in speed between US broadband and other nations (hint, we’re not even close to #1), gaps in rural availability of the slow broadband we have, or how those of lower economic means lack computers and/or access. Digital literacy goes beyond that, though.


Hackers, crackers, programmers, and even bloggers (or forum residents, IRC or USENET users) understand many of the concepts, mores, customs, values, opportunities, and risks of online life.   The thought is that the younger generations –  millennials  or younger – are digital natives who have always known this new reality.  What do mere citizens need to know to be considered digitally literate?