Tag Archives: education

National Security and Education

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We don’t have enough concerns for our future.  Now a couple of items point out yet another.

The Council for Foreign Relations commissioned a report by an Independent Task Force which was co-chaired by chaired by Joel I. Klein, former head of New York City public schools, and Condoleezza Rice, former US National Security Advisor and Secretary of State.  The report laid out in so many words the failure of our K-12 education system, and the costs to our nation’s ability to survive if we don’t correct these failures.

A member of the task force, ex-Secretary of Education, Margaret Spellings, has one summary:

We don’t have nearly enough people who are capable in the STEM fields: science, technology, engineering and math.  When we think about the modern world of defense, the fact that we don’t have people who are capable to do this work is scary.

And

We don’t have people who know and understand foreign languages and other cultures….

The report itself summarized those concerns and put them in the context of five key aspects to the US’ competitiveness, and by extension, our survival as an independent nation:

Educational failure puts the United States’ future economic prosperity, global position, and physical safety at risk

These, according to the report, consist of economic growth and competitiveness, US physical safety, Intellectual property, US global awareness. and US unity and cohesion.

Moreover, funding isn’t the issue, actual performance is:

[While] the United States invests more in K-12 public education than many other developed countries, its students are ill prepared to compete with their global peers.

The failures, the report says, include these:

  • More than 25 percent of students fail to graduate from high school in four years; for African-American and Hispanic students, this number is approaching 40 percent.
  • In civics, only a quarter of U.S. students are proficient or better on the National Assessment of Educational Progress.
  • Although the United States is a nation of immigrants, roughly eight in ten Americans speak only English and a decreasing number of schools are teaching foreign languages.
  • A recent report by ACT, the not-for-profit testing organization, found that only 22 percent of U.S. high school students met “college ready” standards in all of their core subjects; these figures are even lower for African-American and Hispanic students.
  • The College Board reported that even among college-bound seniors, only 43 percent met college-ready standards, meaning that more college students need to take remedial courses.

For a nation of immigrants, and a nation whose demography requires a large and steady influx of immigrants, these are especially damaging.  How can we expect to remain the nation we have been, retain the cultural imperatives that made us so great, if we can no longer recognize who we are, or teach these to our newcomers—whether newborn or new immigrants?  How can we expect to remain the nation we have been, retain the cultural imperatives that made us so great, if we can no longer recognize where we came from, or identify where we want, as a nation, to go?

Klein added, and this is especially a propos that lack of a civics education, as well as our economic and defense technology competitiveness,

A massively undereducated country is not going to be competitive. It’s not going to be cohesive.

The Task Force offered three high-level policy recommendations:

  • Implement educational expectations and assessments in subjects vital to protecting national security.  Science, technology, and foreign languages are essential—as are creative problem-solving skills and civic awareness.
  • Make structural changes to provide students with good choices.  States and districts should stop locking disadvantaged students into failing schools without any options….  Enhanced choice and competition, in an environment of equitable resource allocation, will fuel the innovation necessary to transform results.
  • Launch a “national security readiness audit” to hold schools and policymakers accountable for results and to raise public awareness.  At the heart of this recommendation is the creation of more meaningful assessments and simulations of student learning and, then, a coordinated, national effort to create targets and repercussions….

The full report, U.S. Education Reform and National Security, is here:

As always, the devil is in the details.  These standards, this accountability, must be strict, rigorous, and followed with prompt reassignment or termination of those teachers or administrators who do not deliver.  The STEM courses not only should be taught at all grades, they should be supplemented at all grades with courses in American history, American civics, and the history of civilization.

And the standards and accountability must be applied to the students, also.  Those who do not perform must be held back until they do measure up.  And that, in addition to enabling our nation’s continued success, is the true path to Johnny’s self-esteem.

Federal Subsidies

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The Department of Education, in its First Year Progress press release concerning the Federal Race to the Top subsidy program, asserts

The 12 state-specific reports provide summaries of accomplishments made and setbacks experienced by states in pursuing reforms around Race to the Top’s four assurance areas—raising academic standards, building robust data systems to improve instruction, supporting great teachers and school leaders….

That’s a lot of bureaucracy, without a lot of actual performance.  To be sure, the rest of the claim from the DoE excerpt above includes “…and turning around persistently low-performing schools.”  Let’s look at DoE’s own individual reports to see how accurate that claim is, along with their introductory claim that

[t]hese twelve states have acted with courage and commitment in taking on ambitious education reform. Their year one work has helped lay the foundation for long-term, statewide improvements centered on doing what’s best for students.

DoE’s assessments of the first year belie those rosy words.  The Wall Street Journal reports that three of those 12 states have been explicitly called out for failure to perform in accordance with the promises they made in order to get this Federal subsidy.

U.S. Secretary of Education Arne Duncan warned New York state…to deliver its promise to overhaul teacher evaluations and develop a comprehensive student data-tracking system or risk losing hundreds of millions of dollars in federal grants.

and

…Hawaii…is now required to get federal approval before spending any of the $75 million it won.

and

Florida has also been criticized.

Florida was criticized for being seriously behind its promised time and budget schedule for getting on with its promised actions.  In fact, Florida has simply issued a string of excuses so weak that even Duncan couldn’t look past them.

I don’t expect perfection out of a government program, or any other human endeavor.  But I do expect far better performance from a government program, funded as it necessarily is, with our money—in this case, with $700 million of our money.  However, as Joy Pullman notes in The Weekly Standard, “the federal government isn’t good at a great many things—particularly education.”

Or at getting efficient results through subsidies generally.

Incompetence

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I’ve written before on Federal racism.  In the present case, though the racism may seem apparent, it looks a lot like plain and simple incompetence, instead.  Eric Falkenstein offers this hors d’oeuvre, quoting from a Wall Street Journal article:

Justice says that out of 4.4 million loans approved between 2004 and 2008, 525,000 went to African-American or Hispanic borrowers, of which some 210,000 paid higher fees or rates than the average paid by similarly situated “non-Hispanic White Borrowers.”

It goes without saying large numbers of white borrowers also paid higher than the average of all whites. It also goes without saying large numbers of minorities didn’t pay higher rates, though Justice isn’t interested in the average of what minorities paid, only that some minorities paid higher than the average of whites.

If this sounds like statistical malpractice, it’s apparently habitual. In a rare instance where defendants fought back, two Los Angeles car dealers recently won dismissal of a complaint accusing them of favoring Asian over Hispanic car buyers because 600 of 1,300 “non-Asian” buyers were charged higher loan terms than the average of Asian buyers. Notice that 600 is about half of 1,300. As the dealers noted, Justice’s claim amounts to an assertion “half of one group is above average, which means that the other half is below average.”

The WSJ article itself (also linked to in Falkenstein’s post) goes on:

…experiments…suggest salespeople make generalizations about which groups are likely to bargain hardest.  Even black salespeople have been found to lead off with a higher quote when meeting a black shopper.  Women are said to be less aggressive bargainers than men.  Other generalizations suggest themselves….

Who knows why these differences turn up in the data, but no law of nature says every cultural subgroup must be equal in its determination to cadge every nickel of advantage in every transaction.

What’s the outcome of these sorts of things?  Taking a just concluded DoJ beef against Bank of America’s Countrywide bank as an example,

Bank of America (without admitting fault) will hand over $335 million so Justice can distribute money to African-Americans and Hispanics (though not whites) who were charged more than the white average, with any surplus funds explicitly reserved for donations to…groups that typically align with the Democratic Party.

However, it’s not just DoJ idiocy.  This is the stuff on which affirmative action programs are built.  And it’s quite apart from the soft bigotry that says the victimsbeneficiaries of affirmative action programs are simply, of their nature, so incapable themselves that they must be given preferential treatment in order to keep up.

Is this actually evidence of deliberate nefariousness?  The cynic in me is conflicted.  On the one hand, it’s plainly racism by DoJ.  But on the other hand, DoJ seems entirely too incompetent to be this racist.

Government-Guaranteed Loans and Taxes

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This is a brief tale of taxes and loans as they apply to American education.

In a time when our governments think the answer to correcting our public education system’s decades-long failure to improve our children’s education, as demonstrated by poor and unimproving standard test scores, is to continue their decades-long practice of throwing our taxpayer money at the system (what was it that Albert Einstein said about doing the same thing repeatedly and expecting different results…?), some of our state governments, and the good citizens therein, are rejecting the idea and doing something different.

As  The Daily Caller reports, in the recent special election in Colorado, the voters overwhelmingly rejected a ballot proposal that would have raised, yet again, taxes earmarked for public schools, when no discernable improvements from those increases were expected (by those taxpayers).

Florida, on the other hand, has been doing something different since the turn of the century: it’s lowered taxes by giving tax credits to businesses that donate to a non-profit  K-12 scholarship program that are equal to those donations.  The scholarships then are awarded to low-income families to help pay their costs in sending their children to private schools selected by those parents.  (Notice that phrase, too: “help pay.”  The families have to commit significant funds of their own; by having their own skin in this game, they have incentive to ensure their children do well in the new school.)

The effect of this Florida program is four-fold: the public schools, now having to compete for students, are doing a better job of teaching the children they retain.  The low-income families get better choices in how to get their children educated.  The state saves money: despite losing $1 in education tax revenues, it actually saves nearly $1.50 because despite the stereotype, it’s cheaper to educate a child in a private school in Florida than it is in a public school.  The local communities come out ahead because a dollar taken in taxes is only about six bits actually spent back into the local community due to the internal friction of the various government agencies each taking their taste of that tax dollar, whereas that same dollar left in the taxpayer’s hands is entirely spent in one form or another.

Now let’s look at government-guaranteed student loans for college (those guarantees, don’t forget, are covered by tax dollars from all of us).  What are these loans used for, and what should they be used for?

This table from The Daily Caller is instructive.

Bachelor's Degrees AwardedLook at this table against the backdrop of the global economic competition in which the United States is engaged.  From business, to resource development, to production, to defense, and everything in between, the United States needs well-trained and -qualified scientists and engineers.  What are our students studying?  Visual and Performing Arts.  Education(!?).  Social Science (how are we doing in this field, by the way?).  What are international students, the students of our competitors, studying?  Engineering.  Physical and Life Sciences.

If we’re going to have a government student loan program (I think we should not, but that’s another story), might it not be a little bit beneficial to target those loans in some way?  How about, if we’re going to commit our tax dollars to covering student loans at all, we at least use the program to encourage our students to study—and to stay with through graduation—the engineering and science, technology, and/or mathematics that will actually do our nation and our society some good, instead of just spotting our unformed (and uninformed) high school graduates the bucks they want simply to follow their bliss?