Tag: no child left behind

Unfortunately, One Man’s “Paranoia” Is Everyone Else’s “Reality”

Finished with my woman
‘Cause she couldn’t help me with my mind
People think I’m insane
Because I am frowning all the time

- Black Sabbath, “Paranoid”

According to the Fordham Institute’s Chester Finn, I and others like me are “paranoid.” So why, like Ozzy Osbourne, am I “frowning all the time?” Because I look at decades of public schooling reality and, unlike Finn, see the tiny odds that “common” curriculum standards won’t become federal standards, gutted, and our crummy education system made even worse.

Finn’s rebuttal to my NRO piece skewering the push for national standards, unfortunately, takes the same tack he’s used for months: Assert that the standards proposed by the Common Core State Standards Initiative are better than what most states have produced on their own; say that adopting them is “voluntary;” and note that we’ve got to do something to improve the schools.

Let’s go one by one:

First, as Jay Greene has pointed out again and again, the objection to national standards is not that the proposed CCSSI standards are of poor quality (though not everyone, certainly, agrees with Finn’s glowing assessment of them). The objection is that once money is attached to them – once the “accountability” part of “standards and accountability” is activated – they will either be dumbed down or just rendered moot by a gamed-to-death accountability system. 

This kind of objection, by the way, is called “thinking a few steps ahead,” not “paranoia.”

It’s also called “learning from history.” By Fordham’s own, constant admission, most states have cruddy standards, and one major reason for this is that special interests like teachers’ unions – the groups most motivated to control public schooling politics because their members’ livelihoods come from the public schools – get them neutered. 

But if centralized, government control of standards at the state level almost never works, there is simply no good reason to believe that centralizing at the national level will be effective. Indeed, it will likely be worse with the federal government, whose money is driving this, in charge instead of states, and parents unable even to move to one of the handful of states that once had decent standards to get an acceptable education.

Next, let’s hit the the “voluntary” adoption assertion. Could we puh-leaze stop with this one! Yes, as I note in my NRO piece, adoption of the CCSSI standards is technically voluntary, just as states don’t have to follow the No Child Left Behind Act or, as Ben Boychuk points out in a terrific display of paranoia, the 21-year-old legal drinking age. All that states have to do to be free is “voluntarily” give up billions of federal dollars that came from their taxpaying citizens whether those citizens liked it or not! 

So right now, if states don’t want to sign on to national standards, they just have to give up on getting part of the $4.35 billion Race to the Top fund. And very likely in the near future, if President Obama has his way, they’ll just have to accept not getting part of about $14.5 billion in Elementary and Secondary Education Act money.

Some voluntarism….

Finally, there’s the “we’ve got to do something to fix the schools” argument. I certainly agree that the education system needs fixing. My point is that it makes absolutely no sense to look at fifty centralized, government systems, see that they don’t work, and then conclude that things would be better if we had just one centralized, government system. And no, that other nations have national standards proves nothing: Both those nations that beat us and those that we beat have such standards.

The crystal clear lesson for those who are willing to see it is that we need to decentralize control of education, especially by giving parents control over education funding, giving schools autonomy, and letting proven, market-based standards and accountability go to work. 

Oh, right.  All this using evidence and logic is probably just my paranoia kicking in again.

 

Plowing Through the Defenses of National Education Standards

Arguably the most troubling aspect of the push for national education standards has been the failure – maybe intentional, maybe not – of standards supporters to be up front about what they want and openly debate the pros and cons of their plans. Unfortunately, as Pioneer Institute Executive Director Jim Stergios laments today, supporters are using the same stealthy approach to implement their plans on an unsuspecting public.

Standing in stark contrast to most of his national-standards brethren is the Fordham Institute’s Mike Petrilli, who graciously came to Cato last week to debate national standards and is now in a terrific blog exchange with the University of Arkansas’s Jay Greene. Petrilli deserves a lot of credit for at least trying to answer such crucial questions as whether adopting the standards is truly voluntary, and if there are superior alternatives to national standards. You can read Jay’s initial post here, Mike’s subsequent response here, and Jay’s most recent reply right here.

I’m not going to leap into most of Jay and Mike’s debate , though it covers a lot of the same ground we hit in our forum last week, which you can check out here. I do want to note two things, though: (1) While I truly do appreciate Mike’s openly grappling with objections to what might be Fordham’s biggest reform push ever, I think his arguments don’t stand up to Jay’s, and (2) I think Mike’s identifying national media scrutiny as what will prevent special-interest capture of national standards is about as encouraging as BP telling Gulf-staters ”we’ve got a plan!”

Let’s delve into #2.

For starters, how much scrutiny does the national media give to legislating generally? Reporters might hit the big stuff and whatever is highly contentious, but even then how much of the important details do they offer? Think about the huge health care debate that just dominated the nation’s attention. How many details on the various bills debated did anybody get through the major media? How much clarity? Heck, sometimes legislators were debating bills that even they hadn’t seen, much less reporters. Of course, the health care bill was much bigger than, say, the No Child Left Behind Act, but remember how long after passage of NCLB it was before the Department of Education, much less the media, was able to nail down all of its important parts?

Which brings us to a whole different layer of policy making, one major media wade into even less often than legislating: writing regulations. How many stories have you read, or watched on TV news, about the writing of regulations for implementing anything, education or otherwise? I’d imagine precious few, yet this is where often vaguely written statutes are transformed into on-the-ground operations. It’s also where the special interests are almost always represented – after all, they’re the ones who will be regulated – but average taxpayers and citizens? Don’t go looking for them.

Finally, maybe it’s just me, but I feel like I keep hearing that daily newspapers are on their way out. Of course they might be replaced by cable television news, but those outlets almost always fixate on just the few, really big stories of the day – war, economic downturns, murders, golfers’ affairs, celebrity arrests – and education can rarely compete for coverage. And that seems likely to remain the case even if the education story is as scintillating as, say, federal regulators reducing the content of national standards by five percent. Indeed, education is so low on the reporting totem poll that the Brookings Institution has undertaken a crusade to save its life, and has noted that right now “there is virtually no national coverage of education.”

Wait, virtually none? Uh-oh. If national media scrutiny is supposed to be the primary bulwark protecting national standards from the special-interest capture that has repeatedly doomed state standards, the fact that almost no such coverage actually takes place really doesn’t give you a warm-fuzzy, does it? And if special-interest capture can’t be prevented – if standards can’t be kept high – then the entire raison d’etre of national standards crumbles to the ground.  

Which helps explain, of course, why national standards supporters are typically so eager to avoid debate: Their proposal is hopelessly, fatally flawed.

I’m Sick of Central Planners

Education scholar Diane Ravitch has an op-ed in today’s Washington Post arguing that the nation needs to change course on K-12 education.

Ravitch was a supporter of the No Child Left Behind Act, but now she says “we wasted eight years with the ‘measure and punish’ strategy of NCLB.”

So central planning of the nation’s schools from Washington didn’t work under George W. Bush, but now Ravitch has a whole bunch of new central planning ideas for the schools. She uses the phrases “we need” and “we must” repeatedly, implying that we should impose new national rules of her choosing on all the schools.

She says:  ”Everyone agrees that good education requires good teachers. To get good teachers, states should insist — and the federal government should demand — that all new teachers have a major in the subject they expect to teach…”

In the column, Ravitch laments the unexpected negative consequences of NCLB, but she seems not to realize that the new policies she advocates would probably also have negative consequences. Wouldn’t demands that teachers have certain degrees push up teaching costs at a time when schools are already complaining that their budgets are stretched tight? Wouldn’t her mandate cause schools to substitute teachers with paper qualifications but poor teaching skills for other teachers who have better teaching skills? Is having a degree in a specific subject more important than teachers having qualities such as empathy, patience, and love of learning?

I don’t know the answer to those questions, and I’m not an education expert. But I do know that the experts often disagree on the best teaching methods and that the established educational wisdom is always evolving. For that reason, one-size-fits-all decrees from Washington make absolutely no sense. So why should Ravitch impose her judgment regarding teacher qualifications on all 100,000 or so public schools in America?

Let’s let the nation’s schools in their local communites try new approaches, learn from each other, and move the ball forward as they see fit. And let’s encourage folks like Ravitch to run for her local school board if she has ideas about schooling that she wants to experiment with.

First to the “Top”

Congratulations Delaware and Tennessee – you’ve won the Race to the Top beauty contest! Of course, the grading was subjective and will be disputed by lots of states that haven’t won. Well, haven’t won yet – there’s a second round to this, remember.

So what do the victories for Delaware and Tennessee mean? The edu-pundits will no doubt be reading deep into the results over the coming days, trying to determine what they portend for the future of RttT, federal education policy generally, and politicians across the country.  And there are some juicy political leads worth following, including the possibility that the winning states were chosen because they have Republican congress members who could be pivotal in getting bipartisan support for the administration’s No Child Left Behind reauthorization plans.  

All of this, though, will ultimately miss by far the biggest point about RttT: The most beautiful promises and laws mean nothing unless they are implemented, and history offers little reason to believe that even the finest parts of the RttT winners’ applications will be brought to bear.

Despite over forty years of federal education interventions, and nearly two decades of state-level standards-and-accountability reforms, academic achievement has stagnated. Long-term National Assessment of Educational Progress scores in mathematics and reading for our schools’ “final products” – high-school seniors – have been almost completely flat since the early 1970s, and fourth and eighth-grade “main NAEP” reading scores released just last week demonstrate the same awful trend since the early 1990s. This despite a 123-percent increase in real, per-pupil funding since 1970.  

Quite simply, no degree of legislative tinkering within the system has produced lasting improvements because those who would be held to high standards – teachers, administrators, and bureaucrats – have by far the most political clout in education, and they’ve hollowed out anything “tough” that’s been tried. The only thing that will move us powerfully forward – as extensive research on educational freedom demonstrates – is empowering parents to bypass education politics by freely choosing schools that have the autonomy needed to compete and innovate.

Unfortunately, that kind of reform wouldn’t gain a state so much as a point in the Race to the Top. And the limited choice – charter schools – that could get a state some points? According to the Center for Education Reform, Delaware only gets a B for its charter school law – a grade based generally on how free and competitive charter schools can be – while Tennessee gets an atrocious mark of D.

There’s nothing beautiful about that.

Run Away from ‘Common’ Education Standards

A couple of days ago, Fordham Institute president Chester Finn declared on NRO that conservatives should embrace new, national education standards from the Common Core State Standards Initiative. Today I respond to him on The Corner, and let’s just say it’s clear that neither conservatives, nor anybody else, should embrace national standards.

Oh, one more thing: I shouldn’t have to keep saying this to savvy Washington insiders like the folks at Fordham, but when the federal government bribes states with their own citizens’ tax money to do something, doing that thing is hardly voluntary, at least in any reasonable sense. 

For more wise thoughts on the national standards issue, check out this interview with Jay Greene, and this Sacramento Bee piece by Ben Boychuk.  Oh, and this interview with yours truly.

Obama’s Education Proposal Still a Bottomless Bag

This morning the Obama Administration officially released its proposal for reauthorizing the Elementary and Secondary Education Act (aka, No Child Left Behind). The proposal is a mixed bag, and still one with a gaping hole in the bottom.

Among some generally positive things, the proposal would eliminate NCLB’s ridiculous annual-yearly-progress and “proficiency” requirements, which have driven states to constantly change standards and tests to avoid having to help students achieve real proficiency.  It would also end many of the myriad, wasteful categorical programs that infest the ESEA, though it’s a pipedream to think members of Congress will actually give up all of their pet, vote-buying programs.

On the negative side of the register, the proposed reauthorization would force all states to either sign onto national mathematics and language-arts standards, or get a state college to certify their standards as “college and career ready.”  It would also set a goal of all students being college and career ready by 2020. But setting a single, national standard makes no logical sense because all kids have different needs and abilities; no one curriculum will ever optimally serve but a tiny minority of students.

Also, on the (VERY) negative side of the register, Obama’s budget proposal would increase ESEA spending by $3 billion from last year – for a total of $28.1 billion – to pay for all of the ESEA reauthorization’s promises of incentives and rewards. That’s $3 billion more that the utterly irresponsible spenders in Washington simply do not have, and that would do nothing to improve outcomes.

Even if this proposal were loaded with nothing but smart, tough ideas, it would ultimately fail for the same reason that top-down control of government schools has failed for decades. Teachers, administrators, and education bureaucrats make their livelihoods from public schooling, and hence spend more time and money on education lobbying and politicking than anyone else. That makes them by far the most powerful forces in public schooling, and what they want for themselves is what we’d all want in their place if we could get it: lots of money and no accountability to anyone.

As long as such asymmetrical power distribution is the case – and it’s inherent to “democratic” control of education – no proposal, no matter how initially tough, is likely to make any long-term improvements. As the matrix below lays out, no matter what combination of standards and accountability you have, politics will eventually lead to poor outcomes. It’s a major reason that the history of government schooling is strewn with “get-tough” laws that ultimately spend lots of money but produce no meaningful improvements, and it’s a powerful argument for the feds complying with the Constitution and getting out of education.

When all is said and done, you can throw all the great things you want into the federal education bag, but as long as politicians are making the decisions you’ll always come up empty.

Is “Race to the Top” Handwriting on the Wall?

As freedom-minded folks have been celebrating major setbacks for Obama Care, campaign-speech control, and lots of other attacks on liberty, some have been sounding the alarm over the insidious “Race to the Top” contest. A couple of siren blasts I just caught are well worth taking in yourself, one by the Heartland Institute’s Robert Holland and the other by Colorado Board of Education member Peggy Littleton. In particular, the writers think they see the handwriting on the wall in the de facto requirement that states promise to adopt as-yet-unwritten “common” (read: national) standards to compete for RTTT funds.  As Littleton writes:

We already know that the federal government, or at the least consortiums of states, wants to develop assessments to assess the Common Core. The scary progression continues… National Common Core, common assessment, will inevitably lead to a national curriculum.

Is nationalizing – and thereby federalizing – the curriculum the Obama administration’s goal? RTTT sure as heck makes it seem that way, but we should have an even better idea soon: the administration wants Congress to reauthorize the No Child Left Behind Act this year.

And so it may be coming to pass: Perhaps, ironically, because of this week’s revolt against Washington, we might be heading for another power grab by Washington. And this time, we shouldn’t expect anything close to unanimous Republican help fending it off.