“Socialized Education”: Another Republican Who Thinks It’s Time To Close The Doors At Public Schools
Once in a great while, a conservative policymaker will condemn the existence of public schools in the United States. They’re usually not quite as direct, though, as Ohio state Rep. Andrew Brenner (R), who recently published an online item insisting, “Public education in America is socialism.”
In the post, titled “Public education in America is socialism, what is the solution?,” Brenner laid out his argument. He noted that the Tea Party, which “will attack Obama-care relentlessly as a socialist system,” rarely brings up “the fact that our public education system is already a socialist system […] and has been a socialist system since the founding of our country.” […]
Brenner’s solution: more privatization. “In a free market system parents and students are free to go where the product and results are better,” he wrote.
Did I mention that Brenner is the vice-chair of the Ohio House Education Committee? He is.
For what it’s worth, the Ohio Republican apparently looked up “socialism” on Wikipedia and found that the word means “a social and economic system characterized by social ownership of the means of production and co-operative management of the economy.” And since he sees public education fitting this bill, and because he believes all socialism must always be bad in all instances, Brenner seems to think it’s time to close the doors at public schools.
Of course, the same could be said for public police departments and fire departments, which would also have to be privatized, but one assumes Brenner and his allies will get to this on another day.
To be sure, even most far-right policymakers rarely talk this way publicly – most Americans celebrate the nation’s public-school system as an important institution and would generally oppose candidates eager to close them all down – but it’s worth noting that Brenner isn’t entirely alone.
Indeed, former senator and presidential hopeful Rick Santorum, just a few years ago, made very similar noises about public education. “Just call them what they are,” Santorum said in 2011. “Public schools? That’s a nice way of putting it. These are government-run schools.”
In early 2012, CBS’s Bob Schieffer asked Santorum, “Are you saying that we shouldn’t have public schools, now? I mean, I thought public schools were the foundation of American democracy.” The Republican didn’t back down, reemphasizing his belief that federal and state governments should not be involved in public education.
Republican pollsters have frequently suggested that it’s a mistake for party officials to call for shutting down the federal Department of Education because it gives the appearance of hostility towards public education.
But this apparently doesn’t stop some GOP candidates and policymakers from going even further.
By: Steve Benen, The Maddow Blog, March 14, 2014
“Confronting The Pathologies Of Poverty:” Do We Invest In Preschools Or Prisons?
Congress is often compared to pre-K, which seems defamatory of small children. But the similarities also offer hope, because an initiative that should be on the top of the national agenda has less to do with the sequester than with the A.B.C.’s and Big Bird.
Growing mountains of research suggest that the best way to address American economic inequality, poverty and crime is — you guessed it! — early education programs, including coaching of parents who want help. It’s not a magic wand, but it’s the best tool we have to break cycles of poverty.
President Obama called in his State of the Union address for such a national initiative, but it hasn’t gained traction. Obama himself hasn’t campaigned enough for it, yet there’s still a reed of hope.
One reason is that this is one of those rare initiatives that polls well across the spectrum, with support from 84 percent of Democrats and 60 percent of Republicans in a recent national survey. And even if the program stalls in Washington, states and localities are moving ahead — from San Antonio to Michigan. Colorado voters will decide next month on a much-watched ballot measure to bolster education spending, including in preschool, and a ballot measure in Memphis would expand preschool as well.
“There’s this magical opportunity” now to get a national early education program in America, Education Secretary Arne Duncan told me. He says he’s optimistic that members of Congress will introduce a bipartisan bill for such a plan this year.
“When you think how you make change for the next 30 years, this is arguably at the top of my list,” Duncan said. “It can literally transform the life chances of children, and strengthen families in important ways.”
Whether it happens through Congressional action or is locally led, this may be the best chance America has had to broaden early programs since 1971, when Congress approved such a program but President Nixon vetoed it.
The massive evidence base for early education grew a bit more with a major new study from Stanford University noting that achievement gaps begin as early as 18 months. Then at 2 years old, there’s a six-month achievement gap. By age 5, it can be a two-year gap. Poor kids start so far behind when school begins that they never catch up — especially because they regress each summer.
One problem is straightforward. Poorer kids are more likely to have a single teenage mom who is stressed out, who was herself raised in an authoritarian style that she mimics, and who, as a result, doesn’t chatter much with the child.
Yet help these parents, and they do much better. Some of the most astonishing research in poverty-fighting methods comes from the success of programs to coach at-risk parents — and these, too, are part of Obama’s early education program. “Early education” doesn’t just mean prekindergarten for 4-year-olds, but embraces a plan covering ages 0 to 5.
The earliest interventions, and maybe the most important, are home visitation programs like Nurse-Family Partnership. It begins working with at-risk moms during pregnancy, with a nurse making regular visits to offer basic support and guidance: don’t drink or smoke while pregnant; don’t take heroin or cocaine. After birth, the coach offers help with managing stress, breast-feeding and diapers, while encouraging chatting to the child and reading aloud.
These interventions are cheap and end at age 2. Yet, in randomized controlled trials, the gold standard of evaluation, there was a 59 percent reduction in child arrests at age 15 among those who had gone through the program.
Something similar happens with good pre-K programs. Critics have noted that with programs like Head Start, there are early educational gains that then fade by second or third grade. That’s true, and that’s disappointing.
Yet, in recent years, long-term follow-ups have shown that while the educational advantages of Head Start might fade, there are “life skill” gains that don’t. A rigorous study by David Deming of Harvard, for example, found that Head Start graduates were less likely to repeat grades or be diagnosed with a learning disability, and more likely to graduate from high school and attend college.
Look, we’ll have to confront the pathologies of poverty at some point. We can deal with them cheaply at the front end, in infancy. Or we can wait and jail a troubled adolescent at the tail end. To some extent, we face a choice between investing in preschools or in prisons.
We just might have a rare chance in the next couple of months to take steps toward such a landmark early education program in America. But children can’t vote, and they have no highly paid lobbyists — so it’ll happen only if we the public speak up.
By: Nicholas D. Kristof, Op-Ed Contributor, The New York Times, October 26, 2013
“The Great Divide”: The Stagnation Of American Education
For most of American history, parents could expect that their children would, on average, be much better educated than they were. But that is no longer true. This development has serious consequences for the economy.
The epochal achievements of American economic growth have gone hand in hand with rising educational attainment, as the economists Claudia Goldin and Lawrence F. Katz have shown. From 1891 to 2007, real economic output per person grew at an average rate of 2 percent per year — enough to double every 35 years. The average American was twice as well off in 2007 as in 1972, four times as well off as in 1937, and eight times as well off as in 1902. It’s no coincidence that for eight decades, from 1890 to 1970, educational attainment grew swiftly. But since 1990, that improvement has slowed to a crawl.
Companies pay better-educated people higher wages because they are more productive. The premium that employers pay to a college graduate compared with that to a high school graduate has soared since 1970, because of higher demand for technical and communication skills at the top of the scale and a collapse in demand for unskilled and semiskilled workers at the bottom.
As the current recovery continues at a snail’s pace, concerns about America’s future growth potential are warranted. Growth in annual average economic output per capita has slowed from the century-long average of 2 percent, to 1.3 percent over the past 25 years, to a mere 0.7 percent over the past decade. As of this summer, per-person output was still lower than it was in late 2007. The gains in income since the 2007-9 Great Recession have flowed overwhelmingly to those at the top, as has been widely noted. Real median family income was lower last year than in 1998.
There are numerous causes of the less-than-satisfying economic growth in America: the retirement of the baby boomers, the withdrawal of working-age men from the labor force, the relentless rise in the inequality of the income distribution and, as I have written about elsewhere, a slowdown in technological innovation.
Education deserves particular focus because its effects are so long-lasting. Every high school dropout becomes a worker who likely won’t earn much more than minimum wage, at best, for the rest of his or her life. And the problems in our educational system pervade all levels.
The surge in high school graduation rates — from less than 10 percent of youth in 1900 to 80 percent by 1970 — was a central driver of 20th-century economic growth. But the percentage of 18-year-olds receiving bona fide high school diplomas fell to 74 percent in 2000, according to the University of Chicago economist James J. Heckman. He found that the holders of G.E.D.’s performed no better economically than high school dropouts and that the rising share of young people who are in prison rather than in school plays a small but important role in the drop in graduation rates.
Then there is the poor quality of our schools. The Program for International Student Assessment tests have consistently rated American high schoolers as middling at best in reading, math and science skills, compared with their peers in other advanced economies.
At the college level, longstanding problems of quality are joined with the issues of affordability. For most of the postwar period, the G.I. Bill, public and land-grant universities and junior colleges made a low-cost education more accessible in the United States than anywhere in the world. But after leading the world in college completion, America has dropped to 16th. The percentage of 25- to 29-year-olds who hold a four-year bachelor’s degree has inched up in the past 15 years, to 33.5 percent, but that is still lower than in many other nations.
The cost of a university education has risen faster than the rate of inflation for decades. Between 2008 and 2012 state financing for higher education declined by 28 percent. Presidents of Ivy League and other elite schools point to the lavish subsidies they give low- and middle-income students, but this leaves behind the vast majority of American college students who are not lucky or smart enough to attend them.
While a four-year college degree still pays off, about one-quarter of recent college graduates are currently unemployed or underemployed. Meanwhile, total student debt now exceeds $1 trillion.
Heavily indebted students face two kinds of risks. One is that they fall short of their income potential, through some combination of unemployment and inability to find a job in their chosen fields. Research has shown that on average a college student taking on $100,000 in student debt will still come out ahead by age 34. But that break-even age goes up if future income falls short of the average.
There is also completion risk. A student who takes out half as much debt but drops out after two years never breaks even because wages of college dropouts are little better than those of high school graduates. These risks are acute for high-achieving students from low-income families: Caroline M. Hoxby, a Stanford economist, found that they often don’t apply to elite colleges and wind up at subpar ones, deeply in debt.
Two-year community colleges enroll 42 percent of American undergraduates. The Center on International Education Benchmarking reports that only 13 percent of students in two-year colleges graduate in two years; that figure rises to a still-dismal 28 percent after four years. These students are often working while taking classes and are often poorly prepared for college and required to take remedial courses.
Federal programs like No Child Left Behind and Race to the Top have gone too far in using test scores to evaluate teachers. Many children are culturally disadvantaged, even if one or both parents have jobs, have no books at home, do not read to them, and park them in front of a TV set or a video game in lieu of active in-home learning. Compared with other nations where students learn several languages and have math homework in elementary school, the American system expects too little. Parental expectations also matter: homework should be emphasized more, and sports less.
Poor academic achievement has long been a problem for African-Americans and Hispanics, but now the achievement divide has extended further. Isabel V. Sawhill, an economist at the Brookings Institution, has argued that “family breakdown is now biracial.” Among lower-income whites, the proportion of children living with both parents has plummeted over the past half-century, as Charles Murray has noted.
Are there solutions? The appeal of American education as a destination for the world’s best and brightest suggests the most obvious policy solution. Shortly before his death, Steve Jobs told President Obama that a green card conferring permanent residency status should be automatically granted to any foreign student with a degree in engineering, a field in which skills are in short supply..
Richard J. Murnane, an educational economist at Harvard, has found evidence that high school and college completion rates have begun to rise again, although part of this may be a result of weak labor markets that induce students to stay in school rather than face unemployment. Other research has shown that high-discipline, “no-excuses” charter schools, like those run by the Knowledge Is Power Program and the Harlem Children’s Zone, have erased racial achievement gaps. This model suggests that a complete departure from the traditional public school model, rather than pouring in more money per se, is needed.
Early childhood education is needed to counteract the negative consequences of growing up in disadvantaged households, especially for children who grow up with only one parent. Only one in four American 4-year-olds participate in preschool education programs, but that’s already too late. In a remarkable program, Reach Out and Read, 12,000 doctors, nurses and other providers have volunteered to include instruction on the importance of in-home reading to low-income mothers during pediatric checkups.
Even in today’s lackluster labor market, employers still complain that they cannot find workers with the needed skills to operate complex modern computer-driven machinery. Lacking in the American system is a well-organized funnel between community colleges and potential blue-collar employers, as in the renowned apprenticeship system in Germany.
How we pay for education shows, in the end, how much we value it. In Canada, each province manages and finances education at the elementary, secondary and college levels, thus avoiding the inequality inherent in America’s system of local property-tax financing for public schools. Tuition at the University of Toronto was a mere $5,695 for Canadian arts and science undergraduates last year, compared with $37,576 at Harvard. It should not be surprising that the Canadian college completion rate is about 15 percentage points above the American rate. As daunting as the problems are, we can overcome them. Our economic growth is at stake.
By: Robert J. Gordon, The New York Times, September 7, 2013
“Hoping For The Best”: In The Race For The Future, Virginia Foxx And House Republicans Are Willing To Tolerate Defeat
There’s been a fair amount of talk on Capitol Hill recently about student loans and interest rates, which led to an unsatisfying compromise in the Senate. But as part of the larger discussion, a notable lawmaker said something interesting that stood out for me.
Getting American kids into college without saddling them with massive debt shouldn’t be the government’s job, according to a prominent House Republican and possible 2014 Senate candidate. “It is not the role of the Congress to make college affordable and accessible,” Rep. Virginia Foxx (R-NC) said Wednesday morning during a committee markup of legislation that would halt federal officials from regulating for-profit educational institutions.
Foxx likened federal standards for things like the definition of a credit-hour to totalitarianism.
Well, sure, of course she did. She’s Virginia Foxx.
But it’s worth noting that there’s nothing inherently incorrect about her views on the federal role in higher education. It’s an inherently subjective question — some people believe federal policymakers have a role in making college affordable and accessible, some don’t. Foxx has her opinions on the matter, I have mine.
I’ve long hoped, however, that this generates a larger conversation about the future of the United States as a global superpower. There’s a spirited competition underway, and we have real rivals who’d be delighted to see us settle for second place. To remain on top, we’re going to need an educated workforce and electorate, and with this in mind, it makes sense if Americans were represented by a Congress that prioritized access to affordable higher-ed.
Or perhaps the nation prefers Foxx’s vision: some states will help young people get degrees; some won’t; Congress doesn’t care. Under this approach, education is of relative importance, but it’s just not a national priority.
Long-time readers have no doubt seen me mention this before, but I often think about some specific remarks President Obama made in 2009. He’d just returned from a trip to East Asia, and Obama shared an anecdote about a luncheon he attended with the then-president of South Korea.
“I was interested in education policy — they’ve grown enormously over the last 40 years. And I asked him, what are the biggest challenges in your education policy? He said, ‘The biggest challenge that I have is that my parents are too demanding.’ He said, ‘Even if somebody is dirt poor, they are insisting that their kids are getting the best education.’ He said, ‘I’ve had to import thousands of foreign teachers because they’re all insisting that Korean children have to learn English in elementary school.’ That was the biggest education challenge that he had, was an insistence, a demand from parents for excellence in the schools.
“And the same thing was true when I went to China. I was talking to the mayor of Shanghai, and I asked him about how he was doing recruiting teachers, given that they’ve got 25 million people in this one city. He said, ‘We don’t have problems recruiting teachers because teaching is so revered and the pay scales for teachers are actually comparable to doctors and other professions.’
“That gives you a sense of what’s happening around the world. There is a hunger for knowledge, an insistence on excellence, a reverence for science and math and technology and learning. That used to be what we were about.”
Right. The United States used to be about a lot of things.
But as we discussed in April, many American policymakers have shifted their focus away from insisting on excellence and towards, well, a Virginia Foxx-like attitude. Countries like South Korea and China can have their hunger for knowledge; we’ll just keep cutting education spending and hope for the best.
We’re the wealthiest country on the planet by an order of magnitude, so maybe we can just coast for a while, neglecting key priorities. Maybe we can stop looking at areas like education, energy, health care, and transportation as national problems — the way our competitors do — and can instead hope states figure something out. Someday. With some elusive resources.
Put it this way: while some countries are insisting on excellence in education, our country shrugs its shoulders while kids get thrown out of pre-schools because of budget cuts and young adults get priced out of college. Which side of the ocean is preparing for the future?
By: Steve Benen, The Maddow Blog, July 26, 2013
“The GOP Has It Backwards”: Republicans Want To Tax Students And Not Polluters
A basic economic principle is government ought to tax what we want to discourage, and not tax what we want to encourage.
For example, if we want less carbon dioxide in the atmosphere, we should tax carbon polluters. On the other hand, if we want more students from lower-income families to be able to afford college, we shouldn’t put a tax on student loans.
Sounds pretty simple, doesn’t it? Unfortunately, congressional Republicans are intent on doing exactly the opposite.
Earlier this year the Republican-led House passed a bill pegging student-loan interest rates to the yield on the 10-year Treasury note, plus 2.5 percentage points. “I have very little tolerance for people who tell me that they graduate with $200,000 of debt or even $80,000 of debt because there’s no reason for that,” Rep. Virginia Foxx (R-NC), the co-sponsor of the GOP bill, said.
Republicans estimate this will bring in around $3.7 billion of extra revenue, which will help pay down the federal debt.
In other words, it’s a tax — and one that hits lower-income students and their families. Which is why several leading Democrats, including Senate Majority Whip Dick Durbin, oppose it. “Let’s make sure we don’t charge so much in interest that the students are actually paying a tax to reduce the deficit,” he argues.
(Republicans claim the President’s plan is almost the same as their own. Not true. Obama’s plan would lead to lower rates, limit repayments to 10 percent of a borrower’s discretionary income, and fix the rate for the life of the loan.)
Meanwhile, a growing number of Republicans have signed a pledge – sponsored by the multi-billionaire Koch brothers — to oppose any climate-change legislation that might raise government revenues by taxing polluters.
Officially known as the “No Climate Tax Pledge,” its signers promise to “oppose any legislation relating to climate change that includes a net increase in government revenue.”
By now 411 current office holders nationwide have signed on, including the entire GOP House leadership, a third of the members of the House as a whole, and a quarter of U.S. senators.
The New Yorker’s Jane Mayer reports that two successive efforts to control greenhouse-gas emissions by implementing cap-and-trade energy bills have died in the Senate, the latter specifically targeted by A.F.P.’s pledge
Why are Republicans willing to impose a tax on students and not on polluters? Don’t look for high principle.
Big private banks stand to make a bundle on student loans if rates on government loans are raised. They have thrown their money at both parties but been particularly generous to the GOP. A 2012 report by the nonpartisan Public Campaign shows that since 2000, the student loan industry has spent more than $50 million on lobbying.
Meanwhile, the Koch brothers – whose companies are among America’s 20 worst air-polluters –have long been intent on blocking a carbon tax or a cap-and-trade system. And they, too, have been donating generously to Republicans to do their bidding.
We should be taxing polluters and not taxing students. The GOP has it backwards because its patrons want it that way.
By: Robert Reich, Robert Reich Blog, July 6, 2013
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