Tag: students

Two Terrible Tastes That Taste Even Worse Together

Few things irk me more than human-interest anecdotes parading as objective journalism, or college students/graduates complaining about how much money they owe – and think someone else should pay – for their educations.

Perhaps in a bid to break some sort of irritation record, yesterday the USA Today combined these two odious phenomena into one wretch-inducing article about how just cruelly difficult it can be to rid oneself of the student debt one freely entered into.

I won’t go into a detailed dismantling of the piece. Read it for yourself and you’ll see that it really is nothing but a long series of anecdotes delivered with way too little information to have any idea why the debtors shouldn’t, you know, take responsibility for debt they freely incurred. I’m just going to highlight one vignette that sickly typifies just how rationally and morally bankrupt (pardon the pun) both the sentiments of some debtors, and the article, are:

Lenders often fail to offer relief to the neediest borrowers, says a report issued last month by the National Consumer Law Center.

“I feel like it’s a real shame that people like me are coming out of college, weighed down by all this debt,” says Austin Light, 24, a journalist for The Mecklenburg Times in Charlotte. He and his wife have $100,000 in student loans. “My dream is to be a full-time children’s book author and illustrator, and if I wasn’t shackled with this debt, I would be pursuing that.”

In how many ways is this galling?

  • We don’t know anything about why Mr. and Mrs. Light have $100,000 in student debt, but we are supposed to become morally indignant just because they feel “weighed down” by it? Did they go to very expensive schools? Did it take them each seven beer-soaked years to graduate? Who knows, but since average student debt for graduates who have any debt is only about $20,000, the rational conclusion must be that they did nothing to control their costs.
  • We don’t know what these two studied, but we do know that Mr. Light really wants to be a children’s book author and illustrator. Well, you don’t need to go to college for that, especially one so expensive you incur a debt that even Stephen King – much less a neophyte kiddie lit author – might have trouble paying back.
  • Given the overall context of the article, readers are presumably supposed to feel that it should be easier for the Lights to discharge their debts in bankruptcy. But why should people who lent them the money, especially taxpayers who have no choice but to back federal loans, have to take losses on loans that these two freely agreed to pay back when they took them? Isn’t the word for that “stealing”?

Unfortunately, this seems all-too representative of the growing sense of entitlement exuded by many student interest groups. Students should get all the benefits of an education, but someone else should pay for it! And their will is being done in Washington, with several pieces of aid-enhancing, loan-forgiving legislation (which I sketch out here) having been passed in the last couple of years; the Serve America Act – which includes taxpayer-funded education stipends for qualifying “volunteers” – enacted in April; and Senator Dick Durbin (D-IL), according to the USA Today article, planning to re-introduce legislation that would allow private student loans to be discharged under bankruptcy.

And we wonder why higher ed costs, among other things, seem to be out of control…

Do I Agree with Secretary of Education Arne Duncan?

Well, sort of. From today’s USA Today:

Duncan recently acknowledged D.C.’s woes, calling its public schools “a national disgrace.” But he added: “We have to be much more ambitious for ourselves and have higher expectations — we have to help every child in D.C. The answer is not vouchers for a few. It’s massive change, massive reform for all, absolutely as quickly as possible.”

Yes! They are a disgrace, and we do need quick, massive change from the current government-run system!

So Secretary of Education Arne Duncan supports broad-based education tax credits or a massive expansion of the DC voucher program, right? What radical change! He is the heroic reformer everyone says he is!

Oh … wait … by “massive reform for all, absolutely as quickly as possible,” he means another pipe-dream 5-year plan to brow-beat a huge, unwieldy, and ossified government school bureaucracy into thriving mediocrity while killing a voucher program that actually brings immediate improvements to the more than 1,700 students who won the lottery for educational opportunity in the District.

Way to set your ambitions so high, Arne!

A Dialogue on School Choice

The South Carolina legislature is currently considering a tax credit bill intended to give parents an easier choice between public and private schools. It would do this by cutting taxes on parents who pay for their own children’s education, and by cutting taxes on anyone who donates to a non-profit Scholarship Granting Organization (SGO). The SGOs would subsidize tuition for low income families (who owe little in taxes and so couldn’t benefit substantially from the direct tax credit). Charleston minister Rev. Joseph Darby opposes such programs, and I support them. We’ve decided to have this dialogue to explain why. The next installment is here.


Rev. Darby

Rev. Joe Darby

Opening Comment, Con

My local newspaper, The Charleston Post and Courier, recently affirmed their continuing editorial suggestion that we “give School Tax Credits a Try.” I think that’s a very bad idea.

My wife is a public school teacher – and an excellent one at that. She spends much of her time either shaping young minds or preparing to do so, even supplementing meager supplies at her own expense and using creative means to reach and teach children described as “at risk.” Her school is almost 100% “free lunch,” but her students score well on state tests because she’s a good teacher. Most of her colleagues who labor under difficult circumstances are excellent teachers too. Rather than simply blaming an ominous “public education establishment,” we should note the truth – objective studies show that private education is not always a winner. A 2008 United States Department of Education study of the District of Columbia voucher program found that students in the program generally did no better on reading and math tests after two years than their public school peers.

A mass exodus to private schools will weaken public schools by leaving behind parents who have the least ability to advocate for or assist their children, and remove positive peer role models from struggling students. The major beneficiaries of private school choice in South Carolina will not be poor families, for the tuition tax credits and scholarships proposed will not cover the cost of many good private schools and will leave parents to take up the slack and to provide other things like uniforms, transportation and extracurricular activity fees. The major beneficiaries will be affluent parents who will simply have more disposable income when their share of their children’s tuition is decreased.

Before we give school tax credits a “try” we should first give equitably funded, staffed and equipped public schools a “try,” for many southern states have never done so. Excellence in public education for African-Americans was frowned upon after the Post Civil War period of reconstruction. In Paradoxes of Segregation by R. Scott Baker, Charleston, SC School Superintendent A.B. Rhett touted what was Burke Industrial School in 1939 as a place to “supply cooks, maids and delivery boys.”

His views matched those of the political powers that be when South Carolina’s schools were separate and unequal. The U.S. Supreme Court outlawed segregated schools in 1954, but South Carolina held out until the 1960’s. Our legislatively ordained strategies to maintain segregation included allowing parents to “choose” their children’s public schools and giving state “scholarships” to white parents who sent their children to private schools established to maintain segregation – the same essential strategies in the present quest for school tax credits. Many predominately African-American schools were woefully underfunded, and when whites fled the public schools for private schools, public schools sank into a state of chronic neglect. We can’t label public schools as “failures” when we’ve failed our schools. When we fully and equitably fund, equip and staff all public schools, we can then “try” tuition credits, for parents can then choose between quality public and private schools – although that might be bad for the private school business.

I serve as the pastor of a church in peninsular Charleston, where architectural preservation is serious business. Homes and businesses that have been long abandoned or neglected and are all but falling over aren’t torn down – they’re rebuilt and restored in spite of years of chronic neglect. If we can do that for neglected homes, then we should also acknowledge our past failings and do the same for our public schools instead of simply tearing them apart or abandoning them.

***

The Rev. Darby is senior pastor of the AME Morris Brown Church in Charleston, and First Vice President of the Charleston Branch of the NAACP.

 

Andrew Coulson

Andrew Coulson

Opening Comment, Pro

On paper, the United States offers its citizens a solemn promise: work hard and you can succeed here – regardless of your race, sex, creed, or family wealth. But there’s a catch. To secure a good job you first need a good education. On paper, we’ve taken care of that, too. Over the past 150 years we’ve built up a monumental system of free state-run schools that aims to ensure every child access to a quality education.

In reality, it’s all lies.

If you’re in the top fifth of wage earners, there’s just a one-in-a-hundred chance that you are functionally illiterate. If you’re in the bottom fifth or have no income at all, the odds are that you cannot understand a newspaper or follow the directions on a pill bottle. Despite the relentless efforts of generations of reformers, America’s system of public schooling has failed in its most essential duty. We are not equipping all children to succeed in private life and participate in public life. America’s meritocratic promise is a lie.

What can we do about it?

There are those who still believe that the existing system can be fixed. Having compared different kinds of school systems from ancient Greece to the modern day, and from the poorest to the richest nations on Earth, I am convinced that that effort is futile. The problems with the status quo are endemic to its design.

Public schooling hasn’t failed so many children for so long because teachers weren’t smart enough, or paid well enough, or because classes were too large, or the federal government played too small a role. It has failed because it lacks the freedoms and incentives that drive progress in every other field. Public school teachers are hamstrung by regulations and are paid based on time served rather than classroom performance. Parents are not free to seek out the public or private educational setting best suited to their children, they are extorted into the state system because of its monopoly on $12,000 per pupil in government funding.

But should we prevent people from trying to fix it? Certainly not. If they think they can bring to public schooling the same incredible progress that other human endeavors have experienced over the past forty years, more power to them.

By the same token, no one who wants what’s best for kids should stand in the way of a program that would give parents educational alternatives today. Our children cannot wait to see if the current generation of public school reformers will somehow succeed where their predecessors failed.

I’m an engineer by training and a geek by nature. I advocate programs like the one under consideration in South Carolina because the evidence overwhelmingly supports them. Scientific studies comparing this kind of free enterprise education system to conventional public schooling favor the free enterprise approach by a margin of 15 to 1.

Others advocate school choice for more personal reasons. DC school voucher recipient Carlos Battle wrote a poem explaining his gratitude and commitment to school choice, and delivered it to the rally here last week in support of that program:

surrender me from the typical stereotype of a

black young man

one who slings rocks, smokes weed, and keeps a

gun at hand

i am a whole different guy

one who reads books and wears a tie

you see, I’m changing the perception of a young

black man

i’m climbing the ladder of success - try and stop

me, try as hard as you can….

 

Please don’t.

Please don’t stop Carlos or the children who would follow him up that ladder.

***

Andrew Coulson is director of the Cato Institute’s Center for Educational Freedom, and author of Market Education: The Unknown History.

 

Patching up the Education Monopoly

The Eli and Edythe Broad and Bill and Melinda Gates foundations have sponsored a report, “Smart Options: Investing the Recovery Funds for Student Success,” on how to spend $100 billion of “stimulus money” on improving America’s schools, according to Jay Mathews in The Washington Post. Ideas include national standards, better teacher evaluations, special help for struggling students, and more.

But let’s try a thought experiment. Bill Gates made his money in software. Eli Broad made his money building houses. Imagine a slightly different universe, say one in which Henry Wallace and Al Gore had become president, and we had monopoly providers of both software and housing. How good do you think the software and the housing would be? And if the U.S. Department of Technology and the U.S. Department of Housing announced that they would be spending another $100 billion, what would happen?

minitelIt seems clear that the way to improve housing and software in that world would be to open the fields up to competition, or even to privatize them. A government monopoly provider of software would be lucky to have given us Minitel by now. And monopoly provision of housing was tried in much of the world during the 20th century, with poor results. So if we were afflicted with these albatrosses, surely we’d recognize that deregulation, competition, and privatization would produce better results by far.

So then why don’t we realize it when we’re afflicted with a virtual government monopoly on the provision of education? Why are zillions of smart people studying and debating how to improve the performance of a sluggish, stagnant, tax-funded government monopoly? Maybe we shouldn’t be so sure that we’d see the failure of the software or housing monopoly either. Whatever enterprise the government chooses to monopolize – and there’s really nothing inherent or inevitable about which enterprises that will be – will most likely become a massive bureaucratic undertaking, and we will find it difficult to imagine how the enterprise could be privately run.

But Bill and Melinda, Eli and Edythe, Jay, Barack – the evidence on monopoly vs. competitive provision of services is out there. To a great extent it’s the history of the 20th century. Check it out.

Now Is Not the Time to Reduce Credit Card Availability

With the House having passed credit card legislation and the Senate scheduled to take up its own bill this week, one questions keeps coming back to me: What’s the hurry?

We are in the midst of a recession, which will not turn around until consumer spending turns around—so why reduce the availability of consumer credit now? And the Federal Reserve has already proposed a rule that would address many of Congress’ supposed concerns. The Fed rule will be implemented July 2010. Were Congress to get a bill to the president by Memorial Day, as he has asked, the Federal Reserve and the industry still couldn’t implement it before maybe January, if they were lucky.

Congress should keep in mind that credit cards have been a significant source of consumer liquidity during this downturn. While few of us want to have to cover our basic living expenses on our credit card, that option is certainly better than going without those basic needs. The wide availability of credit cards has helped to significantly maintain some level of consumer purchasing, even while confidence and other indicators have nosedived.

It was the massive under-pricing of risk, often at the urging of Washington, that brought on our current financial market crisis. To now pressure credit card companies not to raise their fees or more accurately price credit risk, will only reduce the availability of credit while undermining the financial viability of the companies, ultimately prolonging the recession and potentially increasing the cost of bank bailouts to the taxpayer.

As Treasury Secretary Timothy Geithner has repeatedly said, some of the biggest credit card issuers will not be allowed to fail (think Citibank, American Express, Capital One, KepCorp) should they suffer significant losses to their credit card portfolios. Will taxpayers ultimately be the ones covering those losses?

Congress should also further examine the wisdom of restricting credit to college students under the age of 21. Outside of the obvious age discrimination, why treat adults between the ages of 18 and 21 any differently from those above 21? The basic premise of college is making sacrifices today in order to have a wealthier tomorrow—accordingly being able to borrow against that better tomorrow should be an option for any college student. Just as some small number of college students don’t benefit from college, some don’t benefit from credit cards, but throwing the “baby out with the bathwater” hardly seems the idea solution.

Vouchers and Violence

The front page of the tabloid Washington Examiner blares

Violence mars students’ days
Weapons, assaults common at area schools

Now I know that headlines have to be short to fit the space. But a more accurate headline would read

Weapons, assaults common at government-run schools

Fights, sexual assaults, and deadly weapons, described in the article as happening “almost once a day at some area high schools,” are almost nonexistent at private schools. Which is why it’s such a shame that the small number of District of Columbia students who have been granted a voucher to escape the D.C. public schools are going to lose that lifeline if the Democratic majority in Congress gets its way. I once proposed in the Washington Post:

The D.C. school board should declare an educational emergency and offer a voucher good in any private or public school in the District to every student who is assigned to a school that has had a shooting or stabbing or more than one weapon confiscation in the past year, whether on school property or on school buses.

I called it the “voucher trigger provision,” but the Post went with the more sober title “A Right to Safer Schools.”

But the policy shouldn’t be restricted to D.C. students. The Examiner article is in fact not about the D.C. schools; it’s about the suburban schools in Maryland and Virginia. Suburban kids would also benefit from more choice, including the choice to move from dangerous to safe schools.