Does President Obama care more about black criminals than black schoolchildren?

May 7, 2009

Jason Riley asks the question in the Wall Street Journal

His answer: 

“Unfortunately, the Obama administration seems more interested in the sentencing gap than the learning gap. The president pays lip-service to the need to open pathways to educational achievement, but he and Education Secretary Arne Duncan have been actively working to shut down Washington, D.C.’s Opportunity Scholarship Program, which provides low-income children with $7,500 per year to use toward tuition at a private school. Mr. Obama can’t claim that the program isn’t working. The latest evaluation by his own Education Department showed scholarship recipients — 99% of whom are black or Hispanic — outperforming their public-school peers in reading. That finding takes on even more significance when you consider that black 12th-graders in this country average lower reading scores than white 8th-graders.

Yesterday, the administration announced that it will support allowing current students to remain in the program but will oppose letting any new kids join them. The illogic is exquisite. If the president believes that school vouchers are effective enough to grandfather existing participants, the scholarship program deserves to be expanded, not shuttered.”


The Wall Street Journal Strikes Again

May 5, 2009

The Wall Street Journal has another strong editorial today condemning Barack Obama and Arne Duncan’s hypocrisy in seeking to end the D.C. voucher program.  Here’s a highlight:

“See if you can follow this political syllogism. President Obama and his Education Secretary have repeatedly promised to support “what works,” regardless of ideology. The teachers unions adamantly oppose school vouchers, whether or not they work. Ergo, Messrs. Obama and Duncan decide to end a D.C. school voucher program that works and force poor kids back into schools where Messrs. Obama and Duncan would never send their own children. What a disgrace.”

There’s a rally of voucher families planned for this week and there will be congressional hearings on reauthorizing the program next week.  Stay tuned.


Democratic Control of Schools

April 26, 2009

Yesterday the New York Times profiled a school district in which the democratically elected school board is dominated by a group that places its financial interests ahead of the educational interests of children in the district.  And that group easily wins school board elections because they are well-organized, have cohesive interests, and turn-out to vote in much higher numbers than parents of children in the schools.

No, the NYT hasn’t suddenly decided to publicize the money-grabbing, electoral bullying of teacher unions in large numbers of school districts all around the country.  Instead the NYT is concerned about the money-grabbing, electoral bullying of a community of Orthodox Jews in Rockland County, NY.

Well, the NYT didn’t exactly describe the Orthodox Jews as money-grabbing: “Many of the Orthodox here and elsewhere feel crushed by the weight of high school taxes and private school tuition.”

The problem, as the NYT piece suggests, is the sense that schools ought be controlled by the families that send their children to those schools: “But increasingly, others are chafing at the idea that people who don’t send their children to the public schools are making the decisions for those from very different cultures who do.”

I have to say that I am sympathetic to this concern.  There are problems with control over schools being located outside of the families whose children attend those schools.  But, unlike the NYT, I don’t restrict my concern to instances involving Orthodox Jews. 

It concerns me that President Obama, who has never sent his children to public schools, and Arne Duncan, who intentionally avoided placing his children in DC public schools, are making decisions to compel children to return to D.C. public schools. 

It concerns me that teacher unions dominate school board elections all over the country, placing their financial interests ahead of the educational interests of children.  In many urban school districts disproportionate numbers of teacher union members also don’t send their own children to the public schools.

The obvious solution is to increase control over schools by the families that attend them by giving those families vouchers.  Empowered with vouchers, schools will be responsive to the interests of current and prospective students rather than the interests of people whose children do not attend those schools is order to attract and retain the revenue those vouchers bring.

Of course, the general regulatory framework governing schools could still be under democratic control, including non-parents.  But let’s restrict the general public’s involvement in controlling schools  to the broad regulatory issues that affect the public’s interests as opposed to the operational details of individual schools.


USDoE Yanks Opportunity From DC Children

April 11, 2009

democrats-block-school-choice

(Guest Post by Matthew Ladner

Rotherham’s cynical take looks a little more on target this morning, while my own optimism looks a bit more naive. This morning the Washington Post ran an editorial blasting the United States Department of education for their latest attack on the DC Opportunity Scholarship program.

EDUCATION SECRETARY Arne Duncan has decided not to admit any new students to the D.C. voucher program, which allows low-income children to attend private schools. The abrupt decision — made a week after 200 families had been told that their children were being awarded scholarships for the coming fall — comes despite a new study showing some initial good results for students in the program and before the Senate has had a chance to hold promised hearings. For all the talk about putting children first, it’s clear that the special interests that have long opposed vouchers are getting their way.

Secretary Duncan seems to be taking this action simply to create, as the WaPo describes, a presumption of death about the program in advance of next year’s reauthorization effort. The decision, as the WaPo describes, is extremely disruptive to lives of many families:

It’s a choice President Obama made when he enrolled his two children in the elite Sidwell Friends School. It’s a choice Mr. Duncan had when, after looking at the D.C. schools, he ended up buying a house in Arlington, where good schools are assumed. And it’s a choice taken away this week from LaTasha Bennett, a single mother who had planned to start her daughter in the same private school that her son attends and where he is excelling. Her desperation is heartbreaking as she talks about her daughter not getting the same opportunities her son has and of the hardship of having to shuttle between two schools.

Sadly for LaTasha Bennett and her children the above photo is increasingly becoming less of a pointed joke and more of a reality.  How can anyone feel anything other than dismay to watch the nation’s first African American President, himself a product of private education, enroll his own daughters in an elite private institution and then rip that same opportunity away from people like LaTasha Bennett?

This action is in stark contrast with everything for which the left allegedly stands. As George Orwell once wrote: Four legs good, two legs better! The Washington Post makes it clear why the administration is behaving so disgracefully:

It’s clear, though, from how the destruction of the program is being orchestrated, that issues such as parents’ needs, student performance and program effectiveness don’t matter next to the political demands of teachers’ unions. Congressional Democrats who receive ample campaign contributions from the National Education Association and the American Federation of Teachers laid the trap with budget language that placed the program on the block. And now comes Mr. Duncan with the sword.

Duncan and Obama should both be ashamed of themselves.


Obama’s Courage, and “Courage,” on GM

April 1, 2009

obama

(Guest post by Greg Forster)

On Monday, Jay praised the president’s “courage” because the media were reporting that the administration was talking about bankruptcy for GM. I posted a comment to the effect that the media reports cited unnamed sources, and nobody should be praised for “courage” until somebody stood up and said “bankruptcy” in front of TV cameras.

Right after that, what does the president do but get up and say “bankruptcy” in front of TV cameras?

So, credit where it’s due. It was a bold move.

But there are two kinds of courage: the courage of the man who is resolved to do a hard thing because it’s right, and the courage of the man who is resolved to do a hard thing because it’s necessary to save his own skin.

We’ve yet to see which kind of courage this is. In today’s Journal, the indispensable Holman Jenkins makes the case that the president is bluffing because he needs to create the impression that he’s serious about bankruptcy.

Whatever else we may say about the president, he knows one thing the Clintons don’t: even if the only thing you care about is your own survival, you still have to take risks periodically. If you always do the “safe” thing, you’ll end up less safe.


Symbols Matter

March 11, 2009

wingdings

(Guest post by Greg Forster)

Jay points out that the president’s speech on education yesterday doesn’t resemble his legislative agenda. But it’s worse than that. There are things Obama could do to promose these good reform ideas even without legislation or budget changes, but won’t.

He calls on states to lift their charter caps. But what does he plan to do about charter caps? Even without extending federal authority over the states on charter policy, there’s plenty he could do, as Jay Matthews points out:

Will the Obama Education Department prepare and publicize a list of all the charter school cap laws in the country? Will Duncan call the governors, and legislators and school boards responsible for them and ask them to remove those restrictions on new charters, and find a way to get rid of bad charters?

Is the pope Muslim?

So on pretty much all fronts, the president’s “plan” for education is just symbolism.

But you know what? Symbols matter! The president is using his position in the spotlight to endorse choice and competition (as he did during the campaign) and rewards for performance, the two indispensable principles of sound educational reform. Even if he’s only doing it because Democratic constituencies other than the education unions expect it, it matters that the president has chosen to align himself with those constituencies rather than the unions. He could easily have taken the old line and kowtowed to the unions. But he didn’t, and that counts for something. So let’s give the president his due.

Now if only he had stopped his pals in Congress (who look an awful lot like his bosses these days) from kowtowing to the unions on vouchers.


Why President Obama is an Outlier

March 5, 2009
(Guest Post by Dan Lips)

In his new book, Outliers, best-selling author Malcolm Gladwell examines why some people become extraordinarily successful and others do not.

Challenging the conventional notion of the self-made man, Gladwell argues that most great success stories spring from unique advantages and opportunities that enable remarkable achievement.

Consider Bill Gates. Most people know how, as a young computer whiz, he dropped out of Harvard to start Microsoft and revolutionize the software industry and the American economy in the process. But often overlooked in this simple tale are the events in Gates’ life that put him on the path to greatness.

Gladwell explains that, as a teenager, Gates attended a private school that offered a computer club. At a time when few colleges were offering students hands-on computer experience, Gates was practicing real-time computer programming in the eighth grade. This early experience led Gates to capitalize on other unique opportunities, including working part-time testing code for a local tech company and sneaking into the University of Washington at night to steal time computer programming.

These unique opportunities made Bill Gates an outlier, as he admits: “I had a better exposure to software development at a young age than I think anyone did in that period, and all because of an incredibly lucky series of events.”

Or consider perhaps the greatest outlier of our time: President Barack Obama. Part of what captures the public’s imagination about our new president is that his is the quintessential tale of the self-made man.

You know the story. The son of an absent African father, the young Obama was raised by his mother and grandparents in middle-class America. He went on to earn degrees from Columbia and Harvard University, where he became the first black president of the law review. This historic achievement earned the young lawyer a book deal from a top publisher and a grip on a career ladder that he climbed to the top of Illinois politics and, finally, to the White House.

Perhaps the most important door to open in young Obama’s life came in 1971, when, at age 10, he received a scholarship to enroll in the private Punahoa school in Hawaii.

He spent the next eight years learning aside the children of the elite in the state’s most prestigious school, where he came to thrive in academics, athletics and extracurricular activities.

After being elected to the Senate in 2004, Obama returned to the school and spoke about its importance in his life: “There was something about this school that embraced me, gave me support and encouragement, and allowed me to grow and prosper. I am extraordinarily grateful.”

In the cases of both Gates and Obama, it takes a special person to take advantage of their opportunities. But it’s fair to conclude that Gates likely wouldn’t have founded Microsoft had he not joined a computer club in 1967, and that Obama wouldn’t have become president had he not attended the Punahoa school.

In the latter case, one wonders what might have become of Obama had he not received his scholarship. Would he have even graduated from college (let alone Columbia and Harvard) if he attended one of Hawaii’s generally mediocre public schools instead of Punahoa? The America’s Promise Alliance reports that the high-school graduation rate in Honolulu’s public schools is just 64 percent. In 2007, only 20 percent of Hawaii’s eighth-grade students scored “proficient” in reading on the National Assessment of Educational Progress.

The point of Gladwell’s book isn’t to explain away our greatest successes, but to challenge us to create a society where one doesn’t have to be an outlier to be a success. “To build a better world,” he writes, “we need to replace the patchwork of lucky breaks and arbitrary advantages that determine success with a society that provides opportunities to all.”

One way to level the playing field would be to give all children access to educational opportunities similar to those enjoyed by Gates and Obama. The new president could help make that a reality in the US by supporting the principle that all families — regardless of background — should have the power to choose the best school for their children and by challenging lawmakers across the country to make that promise a reality.

President Obama knows the benefit of that opportunity — he’s passing it along to his daughters by enrolling them in an elite private school in Washington. As president, he could fight to give more children in the District and beyond the same opportunity.

Every child deserves a chance to become the next Bill Gates or Barack Obama, not just the outliers.

Dan Lips is a Senior Policy Analyst for education at the Heritage Foundation.


Munchausen by Proxyocracy

February 4, 2009

I See Bankrupt People!

(Guest Post by Matthew Ladner)

Byron Schlomach and I had fun co-authoring this piece for the Goldwater Institute:

The supernatural thriller “The Sixth Sense” features a young boy who assists the ghost of a young girl in exposing her mother as her murderer. The mother, suffering from an uncommon mental disorder known as “Munchausen by Proxy Syndrome” had slowly poisoned her daughter to death.

While actual Munchausen by Proxy Syndrome (MBPS) is very rare, something much like it is sadly all too common in American policy-making.

MBPS involves a caregiver deliberately making another person sick. The caregiver may exaggerate, fabricate, or even induce symptoms. The perpetrator achieves a twisted satisfaction from deceptively gaining the attention and sympathy of doctors and others. Because the caregiver appears to be so caring and attentive, often no one suspects any wrongdoing.

In politics, many of our longstanding, serious policy problems are similarly inflicted upon us by our alleged caregivers. Two obvious examples of this political slow-poisoning: runaway costs in heath care and higher education. Simply put, government policies have spun heath care and higher education costs out of control.

These damaging cycles of cost inflation are the direct result of the MBPS-like policies administered by the federal government. When citizens raise concerns that health care or a college degree are financially out of reach for many, politicians show their compassion by administering more of the bad medicine that created the problems in the first place.

Consider health care. The problem is people can’t afford it. Although history shows medical care prices do not inevitably rise, medical inflation more than doubled general inflation from 1960 to 2006. If medical prices had not raced ahead of general inflation, health care would represent 7% of the American economy rather than the current 16% and growing. While many politicians want to make the availability of health insurance the issue, the real issue is that medical care is becoming increasingly less affordable, reducing accessibility.

Americans went from paying the lion’s share of medical costs ourselves to depending on government (Medicare and Medicaid) and employer-provided health insurance to pay for us. Consequently, price has become no object and we have become uninformed and unwise shoppers for medical care. Providers have become wasteful, often taking advantage of this distorted market, competing on a non-price basis.

All of this has occurred because government tax policy has encouraged employers to pay us in health benefits instead of cash. Add Medicare and Medicaid bureaucracy to the mix, and you’ve got a perfect prescription for out-of-control costs and increasingly reduced accessibility.

What are politicians offering as a solution? The Obama administration offers more of what got us here in the first place: expanded insurance, expanded market regulation, expanded Medicare, Medicaid, and SCHIP. As we pay even less out-of-pocket, medical prices will only get higher and medical services will only get more expensive and less accessible.

Amazingly, higher education costs have been rising at a rate even faster than medical cost inflation. Since 1982, the average cost of college tuition and fees has increased by 439% while median family income increased by a mere 147%. Think of it as compound interest for putting college financially out of reach and/or crushing families with debt.

Again, President Obama has proposed more of the same: a $4,000 tax credit for higher education expenses. Sounds great, but based on decades of bitter experience we have every reason to believe that if Obama’s tax credit plan passes, universities would simply hike their tuitions and fees. Congress has been chasing its own tail on college affordability for decades: while providing ever-increasing subsidies, costs continue to go up, so it repeats the process again and again.

Please- no more Congressional medicine!

Obama’s policy plans will simply add more fuel to the fire, leaving our very serious affordability problems in higher education and health care unaddressed. This is not change that we can believe in, but more of the same.

Like the MBPS abuser, politicians often come across as compassionate as they indulge their pathologies. If our politicians suffer from MBPS, we suffer our own sort of insanity in allowing ourselves to be victimized by it year after year. Our form of insanity could be referred to as Battered Taxpayer Syndrome, and it is time to call a halt to it.

It is a fallacy for the public to judge our leaders by their stated intentions, rather than the results of their decisions. Why is health care so expensive in the United States? Why the crushing debt for college educations of no greater worth than those obtained decades earlier at far less cost? Sadly, it’s because of federal policies whose follies have been repeatedly reinforced.

Rather than Munchausen by Proxy politicians, we need leaders who will follow the Hippocratic Oath: first, do no harm.


PJM on the Incredibly Interesting Uninterestingness of Arne Duncan

December 18, 2008

boring-world-of-niels-bohr1

(Guest post by Greg Forster)

This morning, Pajamas Media carries my column on the selection of Arne Duncan as Obama’s education secretary. At first, I agreed with Jay’s assessment that the choice is a boring subject, but after thinking about how boring it is, I now find it fascinating:

It really is amazing how totally uninteresting — how completely devoid of any possible justification for paying attention to it — the choice of Duncan for education secretary is. In fact, the selection has succeeded in fascinating me by achieving such an unprecedented level of anti-fascinatingness. It repels my interest so strongly that I can’t stop thinking about it.

Not that this means I’m wowed by the pick:

If Duncan is acceptable to everybody, that’s another way of saying he’s the lowest common denominator. And as a great education reformer once said: “Woe to you when all men speak well of you.”


Sidwell Friends, America’s Worst School

November 26, 2008

sidwell-friends

Sidwell Friends Middle School Building

“Brand new, but built to look obsolete and run down!”

(Guest post by Greg Forster)

Two weeks ago, Jay ruffled a few feathers by arguing that we shouldn’t care where President Obama’s children go to school. His point was that it isn’t necessarily hypocrisy for school choice opponents to send their kids to private schools, if they believe that private education is valuable (and thus something they’re willing to pay to acquire) but not the kind of thing government should subsidize to ensure equal access.

At the time, my response was that I totally believe Obama opposes school choice because he thinks government shouldn’t be in the business of ensuring that rich and poor alike have equal access to valuable goods and services, and I eagerly look forward to seeing this prinicple applied to his positions on welfare, health care, housing, labor policy, the environment, economic bailouts, entitlements, farm subsidies, taxes . . .

This morning, Jonah Goldberg argues that yes, Obama’s choice of Sidwell Friends while he opposes school choice makes him a hypocrite – but hypocrisy is overrated as a sin (this is a longtime hobbyhorse of Goldberg’s) and the real scandal is simply Obama’s (and other politicians’) opposition to choice. I couldn’t agree more.

But maybe school choice isn’t the only reason we should be interested in where the Obamas send their kids to school. This week, America’s Last Education Labor Reporter points out that Sidwell Friends is in abominable shape, and in desperate need of improvement:

It would be a shame if the Obama kids were to miss out on all these benefits, so we humbly submit these additions and subtractions to make Sidwell Friends the type of school the experts want all schools to become:

* Add a unionized workforce and a collective bargaining agreement. NEA asserts “that the attainment and exercise of collective bargaining rights are essential to the promotion of education employee and student needs in society.” How can the Obama kids have their education needs filled without agency fee, release time, grievances, binding arbitration and strikes?

 

* Add geographic enrollment boundaries. The Obamas will reside 3.5 miles from one Sidwell campus and 8 miles from the other, located in the state of Maryland. What’s next, flying in the next generation of Kennedy kids via helicopter from Massachusetts? Limit enrollment to those in the immediate neighborhood.

 

* Subtract weak teacher benefits. According to the Sidwell web site, teachers pay 10-40% of their health insurance premiums, pay into a defined contribution retirement plan, and receive only two personal days a year.

 

* Add diversity. The Obama kids will become part of the 39% of Sidwell students who are racial/ethnic minorities. But the DC Public Schools are 95% racial/ethnic minorities. How can the Obama children be denied so much of the rich cultural mix our nation’s capital provides?

 

* Subtract religion. The Quaker tradition is part of daily life at Sidwell Friends, including weekly worship meetings for all students, Quaker or not. This isn’t very inclusive of the Catholics, Muslims, Hindus, Wiccans and animists among the student body. Religious beliefs should only be studied from an academic standpoint and never practiced within a school’s walls.

 

* Add to the curriculum. Grades PreK-4 emphasize things like phonics, handwriting, vocabulary, comprehension, grammar, fractions, algorithms, geometry, and American history. Upper grades are heavy with English literature, advanced math, history, science, foreign languages and the arts. There isn’t much “getting information from television, film, Internet, or videos” or “Represent multiplication as repeated addition” for lower grades, or “Identify the countries, such as Italy, Poland, China, Korea, and Japan, where large numbers of people left to move to the United States at the end of the 19th and early 20th centuries” for upper grades. We don’t want to saddle a 21st century President with an 18th century curriculum.

 

As patriotic Americans, how can we stand by while our president’s family gets such substandard services?

Or maybe we shouldn’t be worried. After all, family and environmental influences are the only real determinants of educational outcomes. And clearly the Obama children are well blessed in that respect.

Or maybe we should be worried. After all, the Obamas did pick this shockingly substandard school, even though they had the opportunity to go with the nation’s most lavishly funded and heavily unionized schools in the D.C. public system, so how smart can they be?


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