Category Archives: education

Ending Racial Disparities in Education

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President-elect Donald Trump (R) has big plans for America’s education system, including expanding school choice opportunities and eliminating the Department of Education.

Good riddance to the DoEd, I say; it has fatally poisoned itself in two ways, either of which alone is fatal. One is with its emphasis on DEI claptrap at the expense of actual education. The other is with its moves to end due process regarding student sex offense allegations, insisting instead that the girl should be believed on the face of her allegations, attempting to deny the boy legal representation in what at bottom is an accusation of a crime, attempting to deny the boy the opportunity to bring his own witnesses and to cross examine the girl’s witnesses and the girl.

I strongly urge, should the effort to abolish DoEd succeed, that all DoEd personnel (that’s 100% of them for those following along at home) be returned to the private sector rather than reassigned elsewhere in the Federal government. Yes, yes, one proposal being considered is simply to consolidate DoEd with the Department of the Interior. This is unnecessary, and as a sidelight, would continue the bloat in the Federal Civil Service ranks. If it’s reasonable that Interior can do DoEd’s erstwhile job, it has plenty of otherwise excess personnel who can be repurposed to the function. There is no need to import from DoEd.

That’s at the top of our education system. The real progress, the real improvements, will come from addressing racial disparities from the bottom up—pre-school on up through the 12th grade. Those disparities range from excusing misbehaving minority students because students who happen to be white or Asian heritage misbehave at lower rates to grading minority students more leniently than their counterparts on the basis of “culture.”

Throwing money at teachers union-run public schools while maintaining their monopoly in some jurisdictions and near-monopoly in others has been an utter failure. It’s those schools that have the greatest racial disparity in education outcomes. Public schools do not provide the same quality education across the spread of the variety of majority and minority students; the economically poorer students are consigned to the poorer schools.

School choice programs, generally centered on committing public moneys to students rather than to the schools they attend, and getting bureaucracy out of the way of putting charter and voucher schools into operation, would allow those economically poorer students (who are primarily but not exclusively minority students) to be able to afford to leave the public school system in favor of one of those alternatives or to home schooling milieus. Each of these three have shown themselves to be, on the whole, superior in educational outcome to the public schools in their districts. That competition, too, has improved the outcomes at the public schools; although so far, that outcome improvement is only just measurable, it’s not as great as the improvements provided by those alternatives.

Too, discipline is stronger in the alternatives, and that discipline contributes to the improvements in student education: the misbehaving students either stop misbehaving and so do better academically or they are more easily suspended or expelled. Beyond that, the misbehavers don’t disrupt the other students’ learning opportunities and so their performance also improves.

Teachers Union Against Minority Child Education

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That’s the outcome of Nebraska teachers union opposition to Nebraska’s scholarship program to support families with children wanting to attend private schools, a program administered by Opportunity Scholarships of Nebraska.

The union, through the Save Our Schools organization that the union backs got onto next week’s general election ballot a referendum aimed at repealing that scholarship program.

Currently, some 1,500 children benefit academically and their parents benefit financially from those scholarships. Of those families,

half…have household income below 213% of the federal poverty level, the measure used to determine eligibility for the Children’s Health Insurance Program. Some 40% are nonwhite and 11.5% have special needs.

(For 2023, the Federal Poverty Guideline for a family of four was $30,000. 213% of that works out to a skosh under $64,000.)

But the teachers union says to Hell with those minority children and those special needs children. Their union-controlled public schools are the only schools acceptable. It doesn’t matter that those public schools are broad failures.

Another Reason for School Choice

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Maryland’s Montgomery County Public Schools pushes its LGBTQ curriculum on its children down through pre-kindergarten—expose[ing] children as young as 3 to “Pride storybooks” with sex workers, kink, drag, gender transitions, and elementary-age same-sex romance—the school district refuses to notify those children’s parents when this happens in particular classes, and the district refuses to allow those parents to opt their children out of such “lessons.” The 4th Circuit court upheld that atrocious and abusive behavior, so a coalition of parents across a range of religions is petitioning the Supreme Court to take the case and uphold the parents, reversing the 4th Circuit.

A plethora of friend-of-the-courts briefs are flowing in encouraging the Court to take up the case.

And

The overwhelming majority of Americans do not believe schools should hide a student’s gender change at school from parents, according to a recent poll of over 2,200 likely voters.
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The poll shows that almost three-quarters, 71%, of likely voters said a teacher should notify parents if their students say they want to go by a different gender.

Regardless of the Supreme Court’s decision and subsequent ruling, if it takes the case, the way forward is clear. The 4th Circuit’s egregious error and MCPS’ enthusiastically aggressive child abuse and disregard of parents’ wishes illustrate the difficulty of getting public K-12 schools to do their job. Those schools no longer are worth the trouble or our tax money. Instead, this is just one more reason for parents to pull their children from public schools in favor of charter or voucher schools and homeschooling. And for pushing for more charter and voucher schools.

What’s Not Being Discussed

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Minority, particularly black, enrollment is flat to down in many of our more selective colleges and universities since the Supreme Court ruled in Students For Fair Admissions, Inc v President And Fellows Of Harvard College that colleges and universities no longer could use race as a factor in their admission selections.

Leaders of those institutions, a group that includes Washington University in St Louis and some Ivy League schools, are now trying to figure out why their numbers shook out the way they did. … They also say previous growth didn’t come at the cost of academic talent.

That last is an especially interesting claim, since those Leaders provided no data to support their claim, or at least the article’s author did not quote their data or provide any from her own digging.

I have two questions that bear on the matter. One is what are the minority-enrolled normalized majors of black admittees before the ruling compared with the majors after the ruling? What are the majors at graduation before and after the ruling? The latter will be the more dispositive datum since students change their majors, often more than once, over the course of their studies.

My other question is what is the normalized graduation rate before the Court’s ruling compared with after the ruling.

Since this is the first academic year after the ruling, it’s too soon to answer those questions. That, by itself, demonstrates the disingenuousness of those institution leaders: they have no data with which to compare, and so they have no data on which to base their claim “no cost of academic talent.” The questions still need to be asked, and the data collected, so substantiated assessments can be substituted for vapor claims.

Also not being discussed—it is a larger topic—is what, if anything, should be done about any enrollment disparities, assuming disparity is defined as enrollment percentages not well approximating population percentages. That answer, I claim, is independent of whether racist enrollment selection criteria are allowed or not. The answer, instead, centers on making available to all children opportunities for education and entry into the world post education. That, in turn, demands those opportunity availabilities must begin before kindergarten; extend through K-12 schooling, whether home schooling, public schools, voucher schools, or charter schools according to parent choices; and on through trade schools, community colleges, and colleges/universities according to parent and student choices.

That actual equality of opportunity will make those enrollment numbers look more like our population numbers.

Part of the Problem

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US News & World Report Executive Chairman and CEO Eric Gertler, in his Wall Street Journal op-ed, accidentally exposed a significant part of the problem in higher academia management and that management’s failure to provide for an open learning environment for the students (and too many pupils) attending their institutions.

Most college presidents have résumés that stand out in the academic world of scholarship, theory, and ceremony. That background isn’t always suited for a role that requires one to juggle the competing interests of students, donors, alumni, faculty, trustees, and community members.

This is a basic misunderstanding of what the job of a college president is.

The interest of students is to learn how to think critically and how to debate positions—including, as an important pedagogic tool, in favor of those with which they disagree—learn their course material, and learn how to get along with fellow students who have different beliefs. They have no other legitimate interest while attending the college or university.

Faculty members have no interest other than to teach those things to their students and those pupils who deign attend a class. They have no legitimate school governance interest and they have no legitimate political interest once on the school campus. That they’ve gained so much influence in school governance is a failure amply demonstrated by the disruptions and riots at their institutions over the last few years.

“Community members” have no interest in the school’s operation other than that they are paid on time and fully by the school and the students and pupils for services rendered.

The only interests to which a college president need be responsive are the following. Donors, who have an interest in their money being used as they’ve designated. Alternatively, the school’s management team is free to reject a donor’s money if the designated use is antithetical to the school’s education mission.

Alumni, to the extent they recognize that their role is to support the school’s mission and not to try to impose their personal political agenda on the school.

Trustees, who are the senior managers of the institution.

The mission of a college or university to provide an environment conducive to educating all of its students, regardless of their religious belief, and then to provide that education as outlined above.

A president who cannot do those things, or who disagrees with the narrowness of those things has no business being a president of that institution.

Separately, but closely related, Gertler identified an additional major impediment to a college’s/university’s ability to satisfy its mission.

Harvard now charges incoming students $85,000 in tuition and living expenses. It has more than 25,000 students and almost 20,000 employees, including some 2,500 faculty members.

Leave aside the enormous charge to students for tuition and living expenses by an institution with an endowment of nearly $51 billion and growing. That endowment, by the way, would pay for 596,470 student-years, or more than 23 years for class cycles of those 20,000 students, longer if we’re doing dynamic scoring on that growing endowment.

The larger problem embodied by Gertler’s statistic are those 20,000 “employees” compared with those 2,500 actual teachers. That’s badly out of whack.