Topic: Education and Child Policy

Washington Pushed Common Core on Us, and All We Got Was This Lousy Burrito Wrapper

The Common Core is slowly but surely becoming a big national issue, and three things in today’s news tell us a lot about what’s going on.

  • It is a major story – it was a lead Politico article this morning – that the National Education Association, after steadily, if quietly, backing the Core, yesterday slugged it. At least, President Dennis Van Roekel came out with guns blazing against the implementation of the Core, saying that in many states “implementation has been completely botched,” and calling for a slowdown in the Core rollout. To be sure, Van Roekel didn’t suddenly say the Core is poor-quality standards, but implementation is absolutely key, and it is there that experts across the spectrum have long been crushing the Core.
  • With the tide increasingly turning against them, Core advocates are no longer napping, feeling secure in the fact that Washington got a large majority of states to sign on to the Core before anyone really knew what was happening. This morning, news came out about survey results from the Core-supporting 50CAN. A big takeaway, according to 50CAN? Most people don’t know much about the Common Core, but would like it if they did: a sizeable majority support the idea of uniform standards. That’s probably accurate – in the abstract, one standard sounds nice – but what is more telling is the response to whether people trust policymakers in DC “to determine what is best for improving schools.” Only 17 percent either “strongly” or “somewhat” trust Washington. Eighty percent “do not trust” DC. Maybe that’s why Core-ites seem hell-bent on ignoring the crucial role Washington had, through the Race to the Top contest and No Child Left Behind waivers, in coercing Core adoption. So uniform standards may seem nice, but federally driven? Ick! Which brings us to our last story…
  • It was reported today that Missouri State Representative Mike Lair put an $8 provision into an appropriations bill to purchase “two rolls of high density aluminum to create headgear designed to deflect drone and/or black helicopter mind reading and control technology.” This was meant to be a riproarious slap at Common Core opponents, whom Core advocates insist on tarring as kooks for fearing stuff like nationalization of school curricula. And they may, indeed, seem crazy to you if you refuse to acknowledge that the federal government, at the behest of the “state” groups that created the Core, coerced adoption. And if you ignore that Washington selected and funded two consortia to create tests to go with the Core. And if you are unaware that the U.S. Department of Education has a “technical review” panel for those tests that meets behind closed doors. And if you forgot that the federal government still requires, though it has loosened the rules, that schools be judged in part on state test performance. Yes, if you ignore reality, you could conclude that Core opponents are bonkers. But if you know and accept reality, then you know that far from being crazy, opposition to the Core is based, to a large degree, on logic and facts. Which means few at whom Rep. Lair is aiming his little joke are going to be making a chapeau with the free foil. At most, they’re going to put it to good use and make a burrito wrapper, or a solar oven, or are just going to throw it back at Rep. Lair, yelling, “stop calling me crazy, and stop wasting my eight bucks!”

NY State Lawmaker Wants Mandatory Parenting Workshops

Need an outrage to carry you through the weekend? If you’re the parent of a school-aged child, some lawmakers in New York state think your parenting skills could use “enhancement”—and want to force you to attend a series of “parenting workshops” as a condition of your kid’s progress to seventh grade.

“Requires parents to attend support programs designed to enhance parenting skills,” reads the official description of Bill S142-2013The bill would direct New York’s education bureaucracy to develop guidelines for the content and distribution of a series of four or more workshops, of which one would be devoted to issues of abuse. (Why a state bureaucracy would know more about “parenting skills” than parents themselves is not explained.) Not only would parents have to attend, but for good measure the bill would require employers to bestow a paid day off each year for employees who are parents to do so. 

The bill has provoked a bit of a public outcry in recent weeks. Among the comments at the official state site:  “How about letting us raise our own children?” “An insult and serves no purpose”; “Please keep your noses out of my home”; “The only people that will benefit from this are the ones who will charge for the classes.”

Who’d sponsor such a mind-bending assault on individual rights and the integrity of the family? The bill’s main sponsor is Sen. Ruben Diaz Sr. (D-South Bronx), with co-sponsorship from Sens. Adraino Espaillat (D-Washington Heights) and John Sampson (D-Brooklyn). 

Senator Diaz—not to be confused with his son, Ruben Diaz Jr., who serves as Bronx borough president—is a well-known figure in New York City politics who has served in the State Senate for more than a decade. Like most of his New York City Democratic colleagues, he readily votes to approve big government programs; unlike most of them, he also ardently pursues social-conservative causes such as opposition to same-sex marriage (he’s an evangelical minister as well as a politician). In the latter capacity, he regularly wins praise from national groups claiming to speak for “pro-family” positions. One must wonder, are they aware of his scheme for mandatory parenting workshops, and is that something they consider “pro-family”?

Core-ites Awaken

How do you know the Common Core is in trouble? You could religiously follow the news in New York, Indiana, Florida, and many other states. Or you could read just two new op-eds by leading Core supporters who fear their side is getting bludgeoned. Not bludgeoned in the way they describe – an education hero assaulted by kooks and charlatans – but clobbered nonetheless. As Delaware governor Jack Markell (D) and former Georgia governor Sonny Perdue (R) put it:

This is a pivotal moment for the Common Core State Standards.

Although 45 states quickly adopted the higher standards created by governors and state education officials, the effort has begun to lose momentum. Some are now wavering in the face of misinformation campaigns from people who misrepresent the initiative as a federal program and from those who support the status quo. Legislation has been introduced in at least 12 states to prohibit implementation and states have dropped out of the two major Common Core assessment consortia.

Sadly, Markell and Perdue’s piece, and one from major Core bankroller Bill Gates, illustrate why the Core may well be losing: Defenders offer cheap characterizations of their opponents while ignoring basic, crucial facts. Meanwhile, the public is learning the truth.

Both pieces employ the most hulking pro-Core deception, completely ignoring the massive hand of Washington behind state Core adoption. For all intents and purposes, adoption was compulsory to compete in the $4.35-billion Race to the Top program, a part of the “stimulus” at the nadir of the Great Recession. While some states may have eventually adopted the Core on their own, Race to the Top was precisely why so many “quickly adopted the higher standards.” Indeed, many governors and state school chiefs promised to adopt the Core before it was even finished. Why? They had to for Race to the Top! And let’s not pretend federal coercion wasn’t intended all along: In 2008 the Core-creating Council of Chief State School Officers and National Governors Association published a report calling for just such federal pressure.

Bartik vs. Whitehurst on Universal Government Pre-K

Advocates and critics of universal government Pre-K seem to strongly disagree about what the research shows. Upjohn Institute economist and government Pre-K advocate Tim Bartik, for instance, claims to have a very different view of that research from Russ Whitehurst, an early education expert at the Brookings Institution who is critical of the case for universal government Pre-K.

At least some of that disagreement is illusory, because Bartik and Whitehurst are asking different questions. Bartik seeks to prove that at least a few high-quality early education programs have shown lasting success. Whitehurst wants to know about the long term effects of large scale Pre-K programs, particularly government programs.

Bartik is right that there are two early education programs in particular, High Scope/Perry and Abecedarian, that showed substantial long term benefits. But these were tiny programs operated by the people who had designed them and serving only a few dozen or a few score children. Since it is difficult to massively replicate any service without compromising its quality, the results of these programs cannot be confidently generalized to large scale government Pre-K programs.

In other words, Bartik is providing evidence that is largely irrelevant to the merits of universal government Pre-K, the policy he seems to be championing. Whitehurst and others focus on the results of large scale federal and state programs, because these are relevant to the present policy debate.

So far, there have been four randomized controlled trials of large-scale government Pre-K programs. The first two examined the same group of Head Start students, one observing them at the end of first grade and the other observing them at the end of the third grade. Both studies show initial effects enjoyed during the Head Start program to essentially vanish by the early elementary grades. The next examined Early Head Start and found much the same thing. The fourth looked at Tennesee’s Pre-K program and found it to have a statistically significant negative effect (and the other, statistically insignificant point estimates were mostly negative as well).

President Obama and the Case of the Missing Research

One of President Obama’s favorite rhetorical tactics is to claim that there is no serious evidence pointing in any direction other than his preferred policy. The president had occasion to deploy this tactic in an interview earlier this week, when Bill O’Reilly asked him why he opposed school vouchers:

O’REILLY - The secret to getting a … good job is education. … Now, school vouchers is a way to level the playing field. Why do you oppose school vouchers when it would give poor people a chance to go to better schools?

PRESIDENT OBAMA - Actually — every study that’s been done on school vouchers, Bill, says that it has very limited impact if any —

O’REILLY - Try it.

PRESIDENT OBAMA - On — it has been tried, it’s been tried in Milwaukee, it’s been tried right here in DC —

O’REILLY [OVERLAP] - And it worked here.

PRESIDENT OBAMA - No, actually it didn’t. When you end up taking a look at it, it didn’t actually make that much of a difference. ... As a general proposition, vouchers has not significantly improved the performance of kids that are in these poorest communities —

The most charitable interpretation of the president’s blatantly false remarks is that he’s simply unaware that 11 of 12 gold-standard studies of school choice programs found a positive impact while only one found no statistically significant difference and none found a negative outcome. Jason Riley summarized the findings of a few recent studies:

No Big Deal. Just Taxpayers Getting Clobbered

According to Ben Jacobs at the Daily Beast, Sen. Elizabeth Warren (D-MA) will soon be introducing legislation to allow holders of federal student loans to refinance at lower interest rates. There’s no indication that the new rates would be in exchange for longer terms, or anything like that. Just lower rates because someone might have borrowed at 7 percent, rates for new loans are now at 3 percent, and, well, paying 7 percent is tougher.

According to Jacobs, the proposal “seems to encapsulate…free-market principles” because recent changes to the student-loan program connect rates on new loans to broader interest rates. Apparently, pegging interest rates to 10-year Treasuries is very free market-y.

Perhaps more concerning than the questionable use of the term “free-market principles,” however, is the article’s handling of my reponse to the author’s request for comment. Apparently, I was fine with Warren’s rough idea, except for one little thing. Writes Jacobs:

In fact, Neal McCluskey, a higher education expert at the libertarian Cato Institute, had difficulty finding objections to the concept of Warren’s bill though he cautioned that was without any legislation for him to read. Instead, he was agog at the issues involved with reducing government revenue through lowering interest rates because the lender has to pay for it and, in this case, the lender is the American taxpayer.

How much bigger an objection could there be to “the concept of Warren’s bill” than that such a move would leave taxpayers holding the bag? As I often try to emphasize, taxpayers are people, too. There are lots of other concerns – most centrally, easy aid fuels tuition inflation – but to gently paraphrase Vice President Biden, reducing revenue that’s already been budgeted is a big deal!

Let me rephrase that: It should be a big deal. But as proposals like this indicate, it’s not nearly as big as it ought to be.

 

The School Computer Mania

The Washington Post reports that President Obama is cheerleading for more spending on high-speed Internet, tablet computers, and Wi-Fi in the nation’s K-12 schools. There are budget and federalism reasons why the president of the United States should not be sticking his nose into local schooling activities, but let’s put those concerns aside here.

I’m very skeptical of putting so much money into technology in the classroom. Just because kids think computers are fun does not mean that’s the best way for them to learn math, reading, science, and history. Politicians love doing photo-ops for their tech “initiatives,” but new computer gizmos are added distractions that students probably don’t need.  

This year my kids are entering a public middle school, which recently had an open house for parents. One of our stops was a science class that had few computers but lots of shop tools and woodworking machines. In this class, the kids learn about things such as aerodynamics and magnetism by building and testing actual models. The teacher said his optional class was in very high demand. I asked why. He said something to the effect, “The kids are saturated with computers in their other classes, but here they can get away from it and learn while working with their hands.”

Recently, I was horrified when the superintendent of our school system said that she wants to issue an Apple iPad to every student. But why? Today’s textbooks are often very colorful and interesting. And many teachers these days are highly trained with advanced degrees—so shouldn’t kids be engaging with them during school time rather than becoming computer zombies? Shouldn’t they be listening to a human rather than staring at a screen?

My kids seem to learn mainly by interacting with their parents and their excellent teachers, and by reading books, doing assignments, and focusing on homework written on old-fashioned paper. They also learn from TV and computers, but there is a balance here that tech-in-the-school advocates seem intent on obliterating. The Washington Post story quoted Obama administration officials saying that their tech initiatives were a “breakthrough investment in schools” and that “this is a transformative moment for teaching and learning in this country.” Baloney.