Tag: Neal McCluskey

Republicans Employ Education Weapons, Too

A couple of days ago I blasted President Obama for, in repugnant tradition, using “education” as a political weapon, invoking it to scare Americans into demanding increased taxes for “the rich.” House Speaker John Boehner, thankfully, did not abuse education similarly in his rebuttal. But his proposal for raising the debt ceiling illustrates just how weak the GOP’s commitment is to returning the federal government to its constitutional – and affordable – size. And I say this not because of the relative puniness of his proposed cuts, but what the proposal would do in education, the only area it specifically targets: increase funding for Pell Grants.

Now, I know what many people will say to this: Pell is a de facto entitlement; it has a big shortfall; and Boehner’s bill would offset the Pell increase by eliminating federal student loan repayment incentives and grad student interest subsidies. And do you just hate education, McCluskey, or poor people?

On the first points, yes to all of those, and the CBO even projects that over ten years Boehner’s bill would achieve some savings from his student-aid moves. But ten years is a long time, during which a lot of things – especially spending increases – could happen. And the seemingly forgotten fact of the matter is that we have a $14.3 trillion debt and are sooner or later going to need big, tough cuts. And though Pell Grants sound so nice – they give poor kids money to go to college! – they should be eliminated for several reasons well beyond  frightening fiscal reality:

  1. They are unconstitutional: None of the Federal government’s enumerated – and only – powers say anything about paying for college.
  2. They are inflationary: Maybe Pell Grants, because they target low-income students better than federal loans and tax-based aid, aren’t the biggest drivers of tuition inflation, but research suggests they are a driver, especially at private institutions. There is also good reason to believe that schools target their own aid dollars to other, better-off students when they can use taxpayer dough for low-income ones.
  3. They take money from real human beings – taxpayers – to make others rich: Okay, maybe not rich, but as higher ed advocates will quickly tell you, on average a person with a college degree will make roughly $1 million more over her lifetime than someone without one. There’s a lot of play in that number, but the point is generally correct: A degree helps to significantly increase earnings. How, then – even absent a mind-blowingly colossal debt – can we justify taking money from taxpayers, many of whom did not go to college, and just giving it away to others so that they can get a lot wealthier? At the very least Pell should be made into a federally backed loan program – recipients should at least have to return taxpayers’ “investment” – which Boehner could have put into his bill.

Republicans might not be as quick as Democrats to rattle education-tipped missiles, but they’re fully committed to keeping them in their arsenal.

‘Education’: The Relentless Political Weapon

On at least six occasions in his address to the nation last night President Obama invoked the words “education,” “student,” or “college” to scare listeners into thinking that the federal government must have increased revenues. Typical was this bit of cheap, class-warfare stoking rhetoric:

How can we ask a student to pay more for college before we ask hedge fund managers to stop paying taxes at a lower rate than their secretaries? How can we slash funding for education and clean energy before we ask people like me to give up tax breaks we don’t need and didn’t ask for?

Now, I’m all for eliminating economy-distorting tax loopholes, incentives, etc. But there is simply no way on God’s green Earth that the President—or anyone else—could look at what the federal government has done in the name of education and conclude that it has been anything but a bankrupting, multi-trillion-dollar failure:

  • Spending on Head Start is ultimately just money down a rathole according to the federal government’s own assessment
  • In K-12 education, Washington has dropped ever-bigger loads of cash onto schools out of ever-bigger jumbo jets, but has gotten zero improvement in the end
  • In higher education, all the money that supposedly makes college more affordable is actually a major driver behind students having ”to pay more for college”—just what the President decries—because it enables colleges to raise their prices at rates far outstripping normal inflation

The only people who regularly benefit from federal education profligacy are not students, but school employees and, especially, their lobbyists. They are teachers’ unions, tenure-track college professors, school administrators of all varieties, but not students, and definitely not taxpayers. Oh, and one other group: politicians who, despite the overwhelming evidence that all their spending on education is utterly useless, just keep exploiting students to buy votes and beat down anyone who would return the federal government to a sane—and constitutional— size.

Education, for our politicians, is not a thing to be fostered. If it were, they’d get out of the business. No, it is a political weapon, and it continues to be used to deadly effect.

The Frightening Philosophy of Public Schooling, in a Nutshell

From a New York Times article on wealthy suburbanites opposing charter schools in their districts:

Millburn offers Mandarin only in high school, fueling the arguments of those seeking the new charters. “Kids are like sponges,” said Yanbin Ma, a Hanyu founder. “There are so many things they can absorb and become good at, and I feel that our public schools haven’t done enough to take advantage of that.”

But to Mr. Stewart, a leader in a growing opposition that includes Livingston mothers who have helped collect more than 800 petition signatures, this sounds “selfish.”

“Public education is basically a social contract — we all pool our money, so I don’t think I should be able to custom-design it to my needs,” he said, noting that he pays $15,000 a year in property taxes. “With these charter schools, people are trying to say, ‘I want a custom-tailored education for my children, and I want you, as my neighbor, to pay for it.’ ”

Could there be a philosophy of education any less compatible with a free society – or any society composed of unique individuals – than the one-size-must-fit-all, communal model championed by Mr. Stewart ? No way – yet that is exactly what we’ve got.

Standards Garbage In, Standards Garbage Out

Over at Jay Greene’s blog, Sandra Stotsky riffs off an Education Week report about educators around the country not seeing the difference between their old state standards and new, “Common Core” standards. Stotsky offers a theory for why this is: Common Core – as far as anyone can tell because the standards-drafting process was so opaque – was put together largely by the same people responsible for the bad old state standards. As a result, maybe they really aren’t all that different.

The general ignorance about the standards brings up an important point. As Mike Petrilli at the Fordham Institute has pointed out, yes, the $4.35-billion federal Race to the Top pushed a lot of states to adopt the Common Core standards, but that doesn’t explain states adopting the standards after RTTT had concluded. It’s a reasonable point. So what else is at play?

Likely one part of the explanation is that many state education officials really don’t know much about either the Common Core or their state’s standards, so they’ve seen no big problem with switching over. This general ignorance has likely been exacerbated by Common Core advocates’ strategy of keeping the whole national-standardizing process out of the public eye, whether it’s been secretive drafting of the standards, or supporters’ constant mantra of “don’t worry, it’s all voluntary” while petitioning for federal adoption “incentives.” And let’s face it: Just going with the flow and adopting national standards furnishes one less thing state officials have to take responsbility for. If the standards turn out to be a disaster – or simply gutted by special interests in Washington – all that state officials have to say is ”sorry, the whole nation was adopting them. Heck, the feds were practically forcing us to adopt them. It’s not our fault.” Add to all this that No Child Left Behind likely had much of the public thinking we already had national standards, and it’s little wonder that the Common Core was able to worm its way into so many states. 

Whether it’s been adoption in response to bribery, passing the buck, or just keeping everything under the radar, the national-standards drive has been a troubling affair.  But there is still hope: Washington hasn’t cemented national standards and testing by attaching them to the big federal dollars flowing through the Elementary and Secondary Education Act, aka, No Child Left Behind. But efforts to revise the law are underway, and if the final version contains any connection between national standards and eligibility for federal taxpayer dough, then there will be no escape.

Resurrect DC Choice, Bury the Lede

A Washington Post story from a couple of days ago touts survey results showing a majority of DC parents – 53 percent – finally giving the DC public schools a decent grade. That is, to be fair, a big story. But it certainly isn’t the most overwhelming finding in the survey. That you find mentioned deep in the article:

This year, Congress approved an extension of a federal program that provides vouchers to help students from some low-income D.C. families attend private or parochial schools. The survey found that nearly 70 percent of parents with children in the system support such tuition aid. Overall, nearly two-thirds of residents back vouchers, with positive sentiment higher among African Americans.

Perhaps even more interesting is that support for charter schools – the “it” choice reform because charters are still public schools – is downright tepid in comparison:

Residents remain ambivalent about the rapidly growing public charter sector, which serves 28,000 students. Forty-one percent consider the independently operated charters better than regular public schools; 42 percent say they are about the same. The favorable rating rises to a slight majority, however, among residents younger than 30.

The people of DC overwhelmingly want real, private-school choice. That’s the news about DC education that everyone should know!

Why Fed Ed Fails, and Proposals to Stop the Madness

On Monday, we took the word right to Capitol Hill: The federal government has been an abject education failure, and the only acceptable solution to the problem is for Uncle Sam to leave our kids alone.  

At the briefing in which the word was issued, Heritage’s Lindsey Burke and I also examined congressional proposals that could move us closer to the ultimate solution — especially the LEARN and A-PLUS acts — and explained why Washington, even if its interference were authorized by the Constitution, will never make education better by staying involved.

Unfortunately, lots of people couldn’t make the briefing. That’s why we are so happy to be able to present the briefing right here, to view in the comfort of your own computer chair.

Enjoy!

Miss USA Contestants: America in Glamourcosm?

A rabid fan of both Cato’s Center for Educational Freedom and The Miss USA Pageant (some may know him as Jim Harper) just sent me a link to this YouTube video. In the vid, all the contestants in the just-completed, aforementioned pageant discuss whether the theory of evolution should be taught in schools.

I didn’t tally their responses, but just listening to the contenders it seems their consensus answer represents America in microcosm: Most seem to have serious doubts about evolution, but support teaching it along with other viewpoints. It reflects both the overall split within the American public—40 to 50 percent of Americans are creationists, and roughly the same segment evolutionists—as well as the consensus view on teaching human origins: About 60 percent of Americans support teaching both evolution and creationism in public schools.

Of the most interest to us here at CEF is whether public schooling can even handle a hot-button issue like human origins. Is a government system of schools that all diverse people must support capable of dealing with a controversial subject like this, or will it spark conflict that ultimately ends with no side getting the view it wants taught?

The existing evidence shows that government schooling generally can’t handle controversy, but that is almost never even mentioned in the seemingly endless war between creationists and evolutionists. And the same is true for the aspiring Miss USAs. While a few appeared to conclude that the nation is too diverse for public schools to deal with this topic—see Miss Kentucky at the 5:07 mark, and Miss Utah at 12:36—the majority made no mention of the problem. Fortunately, only one gave the answer libertarians should fear most: Miss Indiana ( 4:25 ) said “I think we should leave that up to the government.” (In the Hoosier rep’s defense, she did eventually conclude that we should “just leave that out of the equation” because it would be too controversial).

At least when it comes to the teaching of human origins in schools, Miss USA contestants really do appear to represent their country.