If federal or state officials are considering relying on dates and scores from the University of Washington’s IHME team to decide what to do and when to do it, they should carefully reconsider delegating such authority to unaccountable technocrats to make social, health and economic choices that will deeply affect many millions of American lives.
Since the birth of the DOE, has education gotten better or worse? If either, does it deserve credit or blame? Has its effect been different in higher education than K–12? After 40 years, has the DOE been a success or a failure?