Oklahoman: School Choice is All Around

June 12, 2015

(Guest Post by Matthew Ladner)

Nice piece from the Oklahoman discussing the progress of school choice. P-Diddy Wolf consulted, which is always good. This quote got my attention:

There are essentially three policy mechanisms for providing private school choice: vouchers, tax credits, and the new kid on the block, education savings accounts (ESAs).

So choice bills continue to pass and more are to come. Hang tough and we can debate 2011 vs. 2015 after the smoke clears.


If the System Can’t Kill the Bunny with $312k per classroom, perhaps new choices will help them out

June 10, 2015

NSEA letter

(Guest Post by Matthew Ladner)

So during the recent Nevada legislative session, Nevada State Education Association President Ruben Murillo Jr. sent the above letter to the members of the Senate Finance committee. In the letter (in case you are squinting) he included the following paragraph:

However, the abundant number of overcrowded and aging campuses, high class sizes in middle and high schools, hundreds of unfilled licensed teaching positions, and an 81% non-compliance rate of the elementary class size limit law all point to the fact that Nevada’s public schools remain under-funded.

Well, that’s a little rich don’t you think? Especially given that the Digest of Education Statistics reports that inflation adjusted current spending per pupil more than doubled since 1969:

NV spending

 

Despite this doubling of current funding, there can be no doubt that overcrowding remains a chronic problem in Nevada. National Public Radio recently profiled Forbuss Elementary school in Clark County. Architects designed the building for 781 students, but it currently has 1,230 students, spilling out into 16 trailers. The Nevada public school system has been unable to keep up with either physical or human capital needs-thus the unfilled public school teaching positions cited by President Murillo. In the same NPR piece, a teacher in Bertha Ronzone Elementary School reports having 33 students in an overcrowded trailer classroom.

Now my excel spreadsheet says that if you multiply 33 by $9,455 you get $312,015 in current spending, with more in capital spending. How do you kill the bunny with these claws and teeth  hire a teacher for only $312,015? Sounds like they at least should not have a series of substitute teachers going through those trailer classrooms. But wait, Murillo notes hundreds of unfilled teaching positions. What’s that? Overhead?!? C’mon you’re a BEAR man!

 

 

Of course, if you can’t keep up with enrollment growth, can’t build public schools fast enough, can’t hire enough teachers, and create trailer parks outside your schools for extra classroom space, well, you’ve got problems. If the Census Bureau further projects a huge increase in your youth population and the NAEP say you only get a fraction of your students proficient this actually makes an entirely compelling case for giving as much choice as possible. Apparently the Nevada public school system needs as much help as it can get.

So Silver State legislators:

NSEA: thanks for the assist!

 

 


Randomistas Seek to Dispel Guesswork in Anti-Poverty Efforts

June 8, 2015

(Guest Post by Matthew Ladner)

Interesting article in the WSJ today on the use of random assignment studies in anti-poverty efforts. Known as “Randomistas” these economists show a lot of promising results. At one point in the article Columbia’s Jeffery Sachs attempts to pour cold water on the process:

Prof. Sachs says that “many, almost surely most, of the cutting-edge breakthroughs in actual development in recent years did not result from [randomized controlled trials].” He believes that tackling problems at the level of communities or entire societies, rather than just households, is likely to be more effective—though, he adds, randomized controlled trials should be “a part of a diverse arsenal of analytical and policy tools.”

Retorts Prof. Duflo of MIT: “The big difference between Jeffrey Sachs and us is that he knows what needs to be done, and we don’t. We’re trying to learn it.”


Pass the Popcorn: Families Versus Monsters

June 4, 2015

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“Thanks for asking nicely?” Brother, you hadn’t seen anything yet.

(Guest post by Greg Forster)

I don’t like to interrupt our celebration of the incomparably important victory for universal school choice in Nevada, but I have something that takes higher priority. I saw the new Avengers movie again and I have some new thoughts to add. Unlike my previous post, this one contains much more serious spoilers.

I liked this movie a lot better the second time. Before I was expecting that its deep theme would be tied to Ultron’s mission and motivation, so I was frustrated we got virtually nothing to chew on there. Loki articulated a clear and philosophically important argument against the dignity and freedom of the human person, so I was waiting for something analogous from Ultron. I see now that I was looking in the wrong place. The real action is in the tug-of-war for Bruce Banner.

In my essay on the first Avengers movie, I wrote that Banner, not Stark, is the real man of science, knowledge and Enlightenment. Those forces produce great power but cannot direct that power toward an end. While moral culture is important in its own right, ultimately it is religion that directs power toward ends. The great question of the past three hundred years or so has been the struggle of competing religions – Christianity, Romantic individualism, Marxism, fascism, etc. – to control the power unleashed by the Enlightenment. Our own culture represents a messy but reasonable working compromise between Christianity (represented by Steve Rogers) and Romantic individualism (represented by Tony Stark). The question raised by the first Avengers movie is whether that compromise can hold together.

The second Avengers movie is not the masterpiece the first one was, but I now see that it carries forward the same theme, but on totally different ground. The conflict between Rogers and Stark remains, and remains religious, as I observed before. But I was mistaken to view this as the center. A new conflict moves to center stage – a philosophical conflict rather than a religious one as such. The question is no longer science and God, but science and nature. (Although God continues to hover in the background and silently haunt this story with his presence, as he always does.)

In the first movie, the words “war” and “freedom” were featured prominently from the very first scene onward. The key themes in this movie are “monsters” and family. The movie dares not use the politically freighted word “family,” but you can hardly miss theme.

In one corner we have Tony Stark, the Romantic individualist. With clear echoes of the Frankenstein myth, he seduces Banner away from loyalty to the group, seduces him into creating a “monster.” He even says to Banner “we’re monsters” and urges him to embrace that identity. Now, in this context, a “monster” is what you get when you use science to reshape nature arbitrarily – use science not to understand nature and use it in accordance with some natural or supernatural scheme of values that tells you its proper purpose, but to manipulate nature as if it had no intrinsic or transcendent purpose. The implicit philosophy here is that science is above nature absolutely and arbitrarily – science is to nature as the potter is to the clay. Or, as another Romantic individualist once put it, “you shall be as gods.”

In the other corner we have, not Steve Rogers this time, but Natasha Romanov. She tries to seduce him as well, to seduce him away from loyalty to the group, but in this case toward the creation of a marriage. The context here is the Barton family and the clear signal it gives us – almost ham-handedly so – that (on the natural level at least) what makes life most meaningful is marriage and children. It has always been central to the Bruce Banner character that he is an outcast, bearing the burden of isolation and alienation due to his affliction. Romanov, who alone can tame the Hulk, offers him redemption. But when he finally accepts, the needs of the greater good drive them apart. Not even the family is ultimate; like Frodo, Romanov and Banner must give up their home so that others may have theirs.

And the family, of course, is the great foundation of human nature. The feminists are right to hate this movie, and not only because Marvel shamefully neglects and disrespects its female characters. (If anyone at DC had a brain, they’d be turning out Wonder Woman and Zatanna movies by the truckload to pick up these underserved customers. Alas.) I believe Whedon was probably catering to the gay lobby by making the point that marriage is meaningful even apart from childbearing. Of course, Christians have always said the same, but the rhetorical incompetence of the “new natural law” people has effectively concealed this. What Whedon apparently did not anticipate (unless he did it on purpose to court publicity) was the feminists’ offense – very justified if one takes their perspective – at the fact that Romanov’s and Banner’s lives are gravely wounded by their inability to have children.

Human nature is not, as the feminists (and the gay lobby!) would have it, infinitely malleable. It has a purpose, and when that purpose is thwarted, we suffer.

And why can’t Romanov and Banner have children? In both cases, the hubris of science that reaches past its bounds, creating “monsters.” Science is to nature not as the potter is to the clay, but as mother and father are to the child.


West Overtakes East in Improbable 2015 Comeback

June 4, 2015

(Guest Post by Matthew Ladner)

While East leads West 3 ESA programs to 2, West has pulled an improbable victory over East with much broader eligibility.

To wit:

The once lonely Arizona program has been joined by neighboring Nevada. The Arizona ESA makes around a quarter of Arizona public school students eligible to participate. The new kid on the Western bloc makes 100% of public school students eligible.

While East has three programs, wonderful programs I might add, all three focus exclusively on special needs students, and in two out of three cases not even all special needs students.

I’m calling it: West is your leader in the clubhouse.



Who Says Culturally Enriching Field Trips Are in Decline?

June 2, 2015

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Colleagues, students, and I have been studying the effects of culturally enriching field trips on students.  We’ve published research on field trips to see live theater (so far here) and to visit an art museum ( so far here, here, and here) and generally lamented that these kinds of enriching trips are in decline (see here and here).  They are either being replaced with “reward” field trips to places like amusement parks and bowling alleys or disappearing altogether.  Enriching trips not only have the potential of conveying important content knowledge, but also help convey our values and priorities to future generations.

Yesterday, the Minneapolis Star Tribune  carried a piece about a small private school, the Gaia Democratic School, which took its students on a field trip to the Smitten Kitten, a local store featuring sex toys and erotica, as part of their sex education class.

This seems like a culturally enriching field trip to me.  It has potentially useful content knowledge and it is conveying to those children the values and priorities of the parents and educators at that school.  The article does quote one parent who withdrew his children from the school after his two daughters, ages 11 and 13, went on the field trip.  But my guess is that most parents at the Gaia Democratic School know and support exactly what their school stands for.  The Star-Tribune says, “Gaia is a K-12 school with a motto promising academic freedom, youth empowerment and democratic education. Parents say the school has about 25 students, including several described by administrators as transgender.”

That’s the beauty of school choice.  If this school doesn’t teach their values, parents can go somewhere else.  But for those families who want something like Gaia Democratic School, why should they be forced to attend a school that drags their kids to Chuck E. Cheese on field trips?

I wonder if Gaia has thought about having an RCT evaluation of their filed trips, although that would be hard with only 25 23 students.