Tech in the Classroom

In a Wall Street Journal article centered on the classroom distractions provided by the smart watches students bring into their classrooms, Julie Jargon asked,

Which tech option makes more sense for students, smartwatches or phones?

I say neither of the above. Technology that jams the radio signals these devices depend on so that only 911 calls can get in or out is the option that’s needed. The kids need to stop being pupils and need, instead, to be students, and their parents need to step back and let them.

That move by the parents is, of course, entirely different from the parents’ need to be actively involved in their kids’ education itself, from monitoring the schoolwork they bring home (or should be bringing home) to monitoring the curriculum the school and teachers are pushing and correcting that curriculum where necessary.

The Dumbing Down of America

Ain’t gonna study, study reading no more, ain’t gonna think, think of writing no more
Ain’t gonna fight, fight the math no more, we’re giving them up, we’re gonna let them go

With apologies to Willie Dixon, that’s Oregon Governor Kate Brown’s (D) position on the education of Oregon’s—America’s—children.

Governor Kate Brown, the Oregon Democrat, signed a bill last month with little fanfare that drops the requirement that high school students prove proficiency in reading, writing or math, before graduation, a report said.

This dumbing down, this selling short, our children is abusive to our children and from that, as well as from the elimination of any pretense of education, is dangerous to our nation.

Woking Kindergartens

Bailey’s Elementary School for the Arts and Sciences in Falls Church, VA, put a woke video on its Web site in which kindergartners were used to push an anti-police agenda. The video, it turns out, was part of a summer curriculum that also included critical race “theory,” Black Lives Matter stuff, and news articles critical of white parents.

After a hue and cry, the video (but only the video, apparently) was taken down from the Web site.

A spokesperson for the Fairfax County Public Schools, just outside Washington, DC, said the video had been posted by mistake and was removed as soon as officials became aware.

Sure it was a mistake. And maybe there’s some beachfront property north of Santa Fe that folks might be interested in, too. Or maybe the mistake was in getting caught.

There’s a larger set of questions, though, a set that’s not being asked, especially by the Fairfax County Public Schools. That set includes the circumstances under which the video was made in the first place, why it was made, who made it.

And whether the persons who made the video still are employed by Fairfax County.

Oh, and whether the BLM and trashing white parents sewage also was taken down, or why not.

Reading Between the Lines

In an article centered on the relationship between law school student debt and law school graduates’ working income (short answer: law students, in the vast main, borrow far more than their subsequent incomes support), there appeared this statement by a University of Miami law school graduate on why she chose UM and huge debt over a “lesser” law school that offered her a significant scholarship:

You go to any courthouse in Miami and the judge went to UM, the judge is a teacher at UM, there’s some sort of connection to UM[.]

There is this expectation that judges will be swayed by personal relationships, by school tie relationships, far more than they will be by the merits of the case before them and text of the law(s) governing that case.

Sadly, that expectation is both widespread and at least partially valid.

Student Debt Problems

Students who borrowed (lots of) money to get degrees from “elite” schools—or from any school, come to that—now feel financially hobbled for life.

Recent film program graduates of Columbia University who took out federal student loans had a median debt of $181,000.
Yet two years after earning their master’s degrees, half of the borrowers were making less than $30,000 a year.

The universities share a measure of responsibility for these student debt problems. These schools should—and the reluctant should be required to—publish the mean and median salaries for each of the first five years of employment for each of the majors the schools offer. The schools also should be the ones making the loans to their students or underwriting private lenders’ loans to their students.

The Federal government shares a measure of responsibility for these student debt problems, also. The government should stop throwing money at the schools; that just encourages them to increase their tuition price to absorb the Federal dollars—at the immediate and direct expense to the students. Indeed, the Federal government should stop shipping money to the schools at all except for narrowly defined basic research projects, and those exceptions should be rare.

However, color me unsympathetic to the student borrowers’ plight; they bear the greatest responsibility for their situation. No one made them borrow such outlandish amounts. Even when I was in school the wage, etc, data were available; I just had to get off the couch to go get them. Today, it’s not even necessary to get off the couch: the pupils just have to bestir themselves enough to engage in some key clicks on their computerized device.

I’m especially unsympathetic to the students’ blame-shifting.

Matt Black graduated from Columbia in 2015 with an MFA in film and $233,000 in federal loans. …
Mr Black, a 36-year-old writer and producer in Los Angeles, said he grew up in a lower middle-class family in Oklahoma. He earns $60,000 in a good year and less than half that in dry stretches. The faculty at Columbia was stellar, he said, but he blamed the school for his “calamitous financial situation.”

Black needs to get a mirror and consult it. He was no child newly graduated from high school, blindly accepting the putative guidance counselor’s advice when he decided to take those loans. He was a grown adult man looking at graduate schools (he did shop around, looking at more than just Columbia, didn’t he?). No one made him take “the school’s” unvarnished word; no one made him not check for himself whether borrowing so much against a future salary he so easily could have learned was a good idea. No one made him take the loans. Indeed, no one made him decide to go to such an expensive school for his film MFA.