James Madison’s Case for Federal Education “Mandates”

November 19, 2008

madison

If you’re looking for an education secretary, Mr. Obama . . .

(Guest post by Greg Forster)

In a letter to Wall Street Journal on Friday, Pete Hoekstra follows the well trod path of populist conservatives who demonize “federal” interference in education and demand that power be handed back to “local schools.” (To his credit, Hoekstra also mentions school choice.)

Populist right-wingers need to learn that teachers’ unions and their allies laugh all the way to the bank when conservatives demand “local control” and romanticize the “local school.” The unions have a hammerlock on local school politics. The further you go down the chain geographically, the more power they have. Nobody votes in school board elections except school employees and their families and friends. They hold the elections at inconvenient times precisely to produce this result. Thus, local communities typically have little practical control over their own school boards. The school boards consider the staff unions representing teachers and other school employees to be their primary constituents. When the demands of school staff interfere with the needs of students, the school boards favor the staff.

If you want to know why so many of our schools are run as jobs programs and don’t produce a decent education, “local control” is how it’s done.

There are worthy criticisms of NCLB. Interference with local control isn’t one of them.

The “mandates” of NCLB aren’t even mandates. They’re conditions for funding. The federal government gives states tons of (my) money to participate in NCLB. Doesn’t it – don’t I – have a right to ask states to provide transparent data reporting and measurement of outcomes in return? And if the states are getting a bad deal, they can stop taking the money.

Whenever I point this out, the critics respond that states can’t be expected to turn down federal money no matter what terms it’s offered on. Well, if so, then the problem here isn’t with the federal government, is it?

But there’s a larger philosophical issue here. People think that pure, unsullied federalism requires not only that the federal government excercise no coercive power over areas of state authority, but that it exercise no form of influence whatsoever.

This is false, and for my authority I appeal to the original “federalists”: the authors of the Federalist Papers.

Federalist #47 and #48 take up an argument advanced by “the more respectable adversaries to the Constitution” – namely, that the Constitution fails to create a true separation of powers among the legislative, executive, and judicial branches because it allows each brach to influence the others. The president can veto legislation, the Senate gets to vote on cabinet members, etc.

Madison points out that there can be none of those crucial “balances and checks” between the separate branches if they exercise no influence over one another. A proper separation of powers not only permits but requires that each branch have some substantial beachhead of influence within each of the other branches:

Unless these departments be so far connected and blended as to give to each a constitutional control over the others, the degree of separation which the maxim [that powers must be separated] requires as essential to a free government can never in practice be duly maintained . . . . It will not be denied that power is of an encroaching nature, and that it ought to be effectually restrained from passing the limits assigned to it . . . . Will it be sufficient to mark, with precision, the boundaries of these departments in the constitution of the government, and to trust to these parchment barriers against the encroaching spirit of power?

This passage is the indispensible context – the “backstory,” as they say in Hollywood – for understanding the much more famous Federalist #51.

In #47 and #48, Madison shows that “pure” separation of powers is insufficient. In #49 and #50 he considers and rejects Jefferson’s position that government encroachments can be resisted by frequent appeals to the people. In #51, he draws the conclusion: true separation of powers requires not that powers be totally separate but precisely that they must be separated and then mixed or blended:

As all these exterior provisions are found to be inadequate, the defect must be supplied by so contriving the interior structure of the government as that its several constituent parts may, by their mutual relations, be the means of keeping each other in their proper places . . . . The great security against a gradual concentration of the several powers in the same department consists in giving to those who administer each department the necessary constitutional means and personal motives to resist encroachments of the others.

Whereupon he launches into the famous passage about ambition counteracting ambition, etc.

The real argument of Federalist #51 is not that we need a separation of powers – that argument comes in #47 – but that we need a certain kind of separation of powers. Specifically, the kind that allows each branch to have some power over the other branches.

Now, obviously this is all in the context of the separation of legislative, executive, and judicial powers, not the division of powers among local, state, and federal governments. But it seems obvious to me that the same principle applies – it would be dysfunctional for each level of government to have no influence over the others.

Of course, most of the founders did not envision the federal government influencing states and localities by offering them money. But it was always one of the very few great weaknesses of the original Constitution that it failed to clearly deliniate the boundaries of local, state, and federal responsibilities, and to provide institutional mechanisms to shore them up. It seems to me that in the phenomenon of what might be called “conditional federal subsidies,” like NCLB, we have stumbled unwittingly into a not-too-bad mechanism for allowing the federal government to influence states without directly taking over their operations.

As I said, there are legitimate criticisms of NCLB. The 100% proficiency promise is absurd. My own position has always been that the really valuable contribution of NCLB has been the mandate for transparent data reporting and testing.

But to say that it violates federalism to have the federal government attach conditions when it offers subsidies strikes me as not only incorrect, but an open door to unchecked power for “local” constituencies like the unions.


Let Them All Talk

November 18, 2008

Starting today and ending Thursday I’m moderating an online discussion on whether we should “scrap” NCLB over at the NewTalk web site.

Here is a list of participants:

Elaine Gantz Berman Colorado State Board of Education
Jay Greene University of Arkansas
Eric Hanushek Hoover Institution, Stanford University
Richard Kahlenberg The Century Foundation
Sandy Kress Akin Gump Strauss Hauer & Feld LLP
Neal McCluskey Cato Institute’s Center for Educational Freedom
Andrew Rotherham Education Sector
Richard Rothstein Economic Policy Institute
Martin West Brown University
Joe Williams Democrats for Education Reform
Everyone is welcome to comment on the discussion, both on this site and at NewTalk.
And to get you in the mood for the discussion, here’s Elvis Costello urging us to “Let Them All Talk.”

The Proficiency Illusion

November 13, 2008

(Guest Post by Matthew Ladner)

I had a chance to see John Cronin from the Northwest Evaluation Association present on the Fordham Foundation’s study The Proficiency Illusion at the Arizona Education Research Organization conference last week. It was more than interesting enough to have me check out the study. From the forward by Checker and Mike:

Standards-based education reform is in deeper trouble than we knew, both the Washington-driven, No Child Left Behind version and the older versions that most states undertook for themselves in the years since A Nation at Risk (1983) and the Charlottesville education summit (1989). It’s in trouble for multiple reasons. Foremost among these: on the whole, states do a bad job of setting (and maintaining) the standards that
matter most—those that define student proficiency for purposes of NCLB and states’ own results-based accountability systems.

In short, the accountability and standards reform strategy has morphed into a pig’s breakfast. We’ve all known for some time that most states have failed to set globally competitive standards, and have monkeyed about with their cut scores. One of the revelations of the Proficiency Illusion (to me) is that many states have proficiency standards lacking internal consistency. For example, some states have incredibly low cut scores in the elementary grades, only to amp them way up in 8th grade. Parents will receive multiple notices saying that their child is “at grade level” only to shocked to learn later that they are well short.

Other types of problems exist as well. Two years ago at the same AERO conference, I saw a presentation showing that Arizona writing AIMS test had bell curves that stacked on top of each other rather than being horizontally linked across grades. In short, it was impossible to tell whether 4th graders were writing any better than 7th graders with the state exam.

Cronin’s presentation contained other insights- including just how arbitrary AYP can be. It depends hugely on the N requirement for subgroups state by state- some schools wind up with lots of subgroups and some don’t. This means that some relatively high performing schools miss AYP. In fact, Cronin demonstrated what I take to be a fairly common scenario where middle schools miss AYP but in which they perform at a higher level than all of the public school transfer options in the vicinity.

Checker and Mike go on to argue for national standards as a solution to these problems, but concede that it doesn’t seem likely. My modest suggestion on this front would be to adopt the A-Plus plan, and as states sought alternatives to AYP, to have the US Department require the creation of internally consistent standards as a starting point for negotiations. Given that the states would be able to determine their own set of sanctions (or lack thereof) I can’t see why an increase in rigor would be outside the realm of these discussions for states with absurdly easy to pass tests.

Deeply wedded to inconsistent standards? Fine- have fun with AYP and the 2014 train wreck.

In other words, if the feds would abandon Utopian nonsense like 2014 and the high quality teacher provision, they might be able to play a productive role in providing technical guidance and nudging states into better directions with their testing programs.

I am not a fan of NCLB, but even I will concede that it has to date had a net positive impact increasing transparency in public schooling. This will be lost, however, if the 2014 problem isn’t addressed, or if we go down the absurd road of portfolio assessments, and I do view transparency as vitally important.

The Proficiency Illusion shows us that much of the data we’ve been getting from state testing programs isn’t nearly as useful or reliable as imagined. This is a problem, and it must be addressed.

 


Izumi on the Republicans and Education

November 9, 2008

(Guest Post by Matthew Ladner)

Sweet are the uses of adversity,
Which, like the toad, ugly and venomous,
Wears yet a precious jewel in his head;
And this our life, exempt from public haunt,
Finds tongues in trees, books in the running brooks,
Sermons in stones, and good in every thing.

As You Like It Act 2, scene 1, 12–17

Lance Izumi helpfully suggests a way forward for Republicans on education policy in the New York Times Education Watch Blog.


Safe Harbor Won’t Stop the Race to the Bottom

November 5, 2008

head-in-the-sand

(Guest Post by Matthew Ladner)

Charlie Barone did an excellent job unpacking NCLB’s safe harbor provision in reaction to a report by the Center on Education Policy warning of the looming 2014 train-wreck (where 100% of students must be proficient).

I co-authored a study for the Heritage Foundation also critical of the 2014 requirement. My concern is that what states will obviously do is to simply dummy down their tests in order to comply. I believe this process has already started, and will accelerate as the passing requirements escalate.

Barone however unpacked the arcane “Safe Harbor” provision on NCLB. Safe Harbor basically gives you a pass on AYP so long as you can reduce the number of children scoring below proficient by 10%. If this represents an obtainable standard, then presumably states would not feel overly pressured to drop their cut scores.

So, I decided to put safe harbor to a test- a very forgiving one. I looked at data from Florida’s 67 school districts over the past six years on 4th grade Reading and Math. The NAEP shows that Florida has been making solid progress on both subjects.

So what happens if you assume that we are at the 2014 100% requirement, an apply safe harbor to the overall performance of Florida districts? Judging them solely on 4th grade math and reading, and without judging any of the required student subgroups– like the various ethnic groups, free and reduced lunch kids, special education children, etc- Florida’s districts failed to make safe harbor 71% of the time based on the overall results alone.

I’ll leave the debate over whether public schools should be able to routinely reduce their passing rates by 10% year after year to others. The point I am making is: they don’t. I am confident that if required to break down results by various subgroups, that not a single Florida district would have made AYP during these six years under safe harbor. The number of individual schools making safe harbor is also likely to be negligible.

This, during a period of strong statewide improvement in both reading and math.

The sad reality is that, unless changed, NCLB will create a tremendous and perverse pressure on the state of Florida and others to dummy down their state accountability exams. In the greatest of ironies, a bill which aspired first and foremost to create transparency in public education contains the seeds of its own destruction in encouraging states to lower passing standards.

Gene Hickok and I endorsed Senator Cornyn and De Mint’s A-Plus concept as a way out of this looming train wreck. Under it, states could negotiate a single set of testing with the feds: preferably one better designed than a one-size-fits-all system with the mother of all perverse incentives built in. The Department would have discretion as whether to accept a state model rather than AYP, so no one is proposing to burn down the Department of Education.

The administration was not enthused. Nor, to my knowledge, have they ever acknowledged that 2014 is a problem. Nor to my knowledge have they ever embraced anything that could be considered a solution. Refusing to recognize a problem and thus failing to take action against it while it is still relatively manageable- ring any bells?

The Democrats will run the department and Congress, and powerful constituencies in their coalition want to vastly increase federal funding and replace testing with “portfolio assessments.” Now would be an outstanding time for all who believe in public school transparency-Democrats and Republicans- to pull their heads out of the sand on this issue. Safe harbor is not a solution. If you don’t like A-Plus- fine, propose another solution. Pretending like there isn’t a problem is a recipe for disaster.


States Need Flexibility, Not a Bailout

October 31, 2008

(Guest Post by Dan Lips)

Following Wall Street and Detroit, the nation’s governors have joined the growing line on Capitol Hill—begging Congress to save their states from looming fiscal shortfalls. The National Governors Association sent a letter to Congressional leaders asking states to be included in the next economic stimulus package.

New York Governor David Patterson made the plea in person before the House Ways and Means Committee on Wednesday: “As part of a comprehensive second economic stimulus package, states need direct and immediate fiscal relief.”

But not all governors are looking for a federal handout. South Carolina Gov. Mark Sanford offered Chairman Rangel’s committee a different view—begging Congress not to give states more federal dollars. Instead, he called for greater freedom and flexibility from federal mandates.

In his testimony, Governor Sanford warned that a federal bailout would only fuel further out-of-control state government spending:

Essentially, you’d be transferring taxpayer dollars out of the frying pan – the federal government – and into the fire – the states themselves. I think this stimulus would exacerbate the clearly unsustainable spending trends of states, which has gone up 124 percent over the past 10 years versus federal government spending growth of 83 percent…

…State debt across the country has also increased by 95 percent over the past decade. In fact, on average every American citizen is on the hook for $1,200 more in state debt than we were 10 years ago. There seems to be no consequence, and indeed a reward, for unsustainable spending growth by states. In effect, sending $150 billion more to states would produce another layer of moral hazard – already laid bare at the corporate, individual and federal levels in recent years.

Rather than a bailout, Governor Sanford urged Congress to give state greater freedom and flexibility from government mandates and regulation:

Give us more flexibility. Give us more in the way of control over the dollars we already have and less in the way of costs. Give us more options, not more money with federal strings attached.

Among the costly mandates Governor Sanford referenced was No Child Left Behind. Designed to help improve learning opportunities for students, NCLB comes with a heavy compliance burden. According to the Office of Management and Budget, NCLB increased the annual paperwork required of state and local governments by 6,680,334 hours (or $141 million). That means it would take one person a miserable 762 years to complete just one-year worth of NCLB compliance!

The result of this red tape is that more dollars are consumed by the bureaucracy and less is actually available for use in the classroom.

There is a better approach. Governor Sanford and leaders in other states should call on Congress to adopt policies like the A-PLUS Acts, which would let states opt-out of No Child Left Behind and receive their share of funding in a block grant with less regulation. Doing this would give state and local leaders the freedom and flexibility to use scarce tax dollars on local initiatives to improve opportunities for disadvantaged children.

Giving states more flexibility in how federal funds are used makes more sense than another federal bailout.

Cross posted at The Foundry.

(Edited for typos)


The Federal Role In Education

October 21, 2008

Mike Petrilli has an excellent piece on Flypaper about lessons for the next administration on the limits of federal involvement in education policy.  He’s reacting to a report by Sara Mead and Andy Rotherham laying out an agenda for the federal government, which presumably they will be helping administer for an Obama administration.

Having learned these lessons the hard way, Mike warns that Sara and Andy are falling into old traps despite the best of intentions.  Mike argues that giving money to favored organizations, such as KIPP charters and Teach For America to “Grow What Works” will suffer from the same flaws as the Bush administration’s efforts to give money to favored organizations, such as Reading First.  Even if the favored groups are doing great work, giving money to them will be portrayed by opponents and the media as cronyism and pork. 

In addition, Mike notes that expanding Teach For America and KIPP requires cooperation from state and local agencies to lift caps on charters, equalize funding for charters and traditional public schools, and relax certification requirements.  The problem is that state and local agencies have perfected the art of subverting federal mandates.  At best unwilling state and local agencies will minimally comply with federal requirements while eviscerating their spirit.  At worst they will defy the requirements and dare the federal government to withhold funds.  The feds generally lack the political nerve to risk the political fallout from actually applying a sanction to a local or state education agency.

Let me expand Mike’s observations to draw lessons for the future of No Child Left Behind.  Like Mike, I once believed that the federal government could use the carrots and sticks (mostly sticks) in NCLB to motivate local and state education agencies to improve.  Since I was convinced by evidence that incentive systems worked, why shouldn’t the federal government do what works? 

My mistake and the mistake of NCLB was in not considering how much implementation of those incentive systems matters.  The federal education bureaucracy lacks the familiarity with local circumstances, the nimbleness to respond to changing circumstances, and the political will to apply sanctions to properly implement an incentive system.  Incentive systems are good for education reform but the federal government is too big, slow, far-away, stupid, and cowardly to do it right. 

The same is likely to be the case when the federal government tries to expand Teacher For America and KIPP under an Obama administration.  As Andy and Sara will soon discover and as Mike has warned them, the federal government will be obstructed by unwilling local and state actors.  And the mandates the Feds issue to overcome that resistance will trample upon or fail to anticipate local circumstances.

So what can the federal government do right?  First, they can continue to improve the availability of information about the school system.  NCLB deepened and entrenched the testing requirements that 37 states had already adopted before NCLB was adopted.  Improving transparency facilitates better policy evaluation and the development of effective state and local accountability systems.

Second, the federal government can facilitate “redistributive” efforts that localities cannot pursue without being punished by collective action issues.  For example, no locality can operate a substantial special education or English language learner program without attracting more students needing services, which then drives up the costs of the programs and drives away the local tax base that pays for those programs.  (See Paul Peterson’s The Price of Federalism for a great discussion of this).  To the extent that we want redistribution, we need the federal government to mandate it.  And I fully confess that I depart from my Cato colleagues in that I think we need some (but very limited) redistribution.

Third, the federal government can fund pilot programs to experiment with new ideas and approaches.  But I should emphasize that I think the federal government has no business evaluating or paying for evaluations of those efforts.  The evaluation process in the US Department of Education and the small number of contract-research firms is far too politicized to be reliable.  Instead, the federal government should play its role of improving transparency by making data on the pilot programs it sponsors available to any qualified researcher rather than to a favored research firm.  The Feds should heavily be in the data collection and distribution business, much as the Department of Commerce makes economic data available, but they should leave analyses of those data to the market of ideas.

The failures of the Bush administration have been a humbling experience.  But we are doomed to repeat their mistakes if we do not learn from them and limit the federal role in education to what the Feds can actually do well.

(edited for typos)


Palin’s Palein’ on Education

October 3, 2008

(Guest post by Greg Forster)

I didn’t bother watching the debate, but from the comments around the web it looks like my prediction that there would be nothing really worth watching was accurate.

Cruising through the commentary, though, I came across this from Mickey Kaus:

Palin sounded like she was campaigning in Iowa for the teachers’ union vote when she talked about education. We need to spend more money. Pay teachers more. States need more “flexibility” in No Child Left Behind (“flexibility” to ignore it). I didn’t hear an actual single conservative principle, or even neoliberal principle. Pathetic.

So much for all that talk about how the McCain staff was overcoaching her. It’s remarkable – yet few seem to be remarking upon it, which is also remarkable – that Barack Obama is more of an education reformer than Palin. (At least, on paper he is. In practice they’re probably both about the same, which you can take as a compliment to Obama or as a criticism of Palin according to preference.) At any rate, her approach to education is pretty hard to square with McCain’s.

The lack of attention to this rather glaring contradiction, even by Palin detractors (and McCain/Palin detractors) who presumably have a motive to pay attention to it, shows just how irrelevant education has become as a national issue, at least for this cycle. Remember how big education was in 2000?

Good thing real reforms like school choice are winning big at the state level. The movement was wise not to bother showing up in DC for the big NCLB hulaballoo eight years ago. Now they’re not tied to NCLB or in general to the fortunes of education as a federal issue. I’ve heard some conservatives bash NCLB because it lacks serious choice components. But NCLB was never about choice. It seems clear that the choice components in Bush’s original proposal were only there to be given away as bargaining chips. The important question is, where would the school choice movement be now if it had tied itself to NCLB?


PJM Column on the Education Agenda

August 2, 2008

(Guest post by Greg Forster)

I have a column up on Pajamas Media noting that education just flared up in the presidential race recently, and then asking (and answering) the question: Just what can a president do about education, anyway, given that it’s primarily an area of state authority rather than federal?

It’s a question worth asking, because education is going to come up again before this campaign is over. Well, here are five things the next education president (they’re all “education presidents” these days) can do to improve the nation’s schools without expanding federal authority over education beyond its current level.


How Well Aligned Is Kazakhstan to NAEP Standards?

June 25, 2008

(Guest Post by Matthew Ladner)

Recently I appeared on the Horizon public affairs program together with Arizona Superintendent of Public Instruction Tom Horne, to discuss the No Child Left Behind law and our state AIMS test. Superintendent Horne and I have a public disagreement about the relative reliability of NAEP compared to that of the state’s own version of the Terra Nova exam. NAEP finds Arizona consistently below the national average in all subjects and grade levels, while the state’s Terra Nova finds us above the national average in all subjects tested and grade levels. One of these sets of finds is much more consistent with the socio-economic profile of the K-12 population than the other, given that Arizona ranked second to the bottom on Jay and Greg’s Teachability Index study.

During the discussion, Superintendent Horne said the main reason Arizona students perform poorly on the national NAEP test, also known as the Nation’s Report Card, is due to a non-alignment of standards. If, for example, Arizona does not teach the math concepts in fourth grade that appear on the fourth grade math NAEP, one could expect lower average grades.

The explanation seems quite plausible, and doubtlessly there are some states that have better aligned their standards to NAEP than others. But how big a deal is this, in terms of Arizona’s performance? A study by the American Institute of Research shows probably not much.

The study compared international science scores for eighth graders to eighth grade NAEP science scores through an equating proceedure. Singapore came in first, with 55 percent of students ranked as “proficient” or above. Massachusetts was the highest-performing U.S. state, with 41 percent proficient. Just 20 percent of Arizona eighth grades ranked proficient.

Alignment error ought to be much greater between nations than between American states. Perhaps, for example, Norway chooses not to teach science until 9th grade. One would be hard pressed to buy into the notion that countries such as Singapore, Korea, Estonia, Hungary, and Slovakia simply have national standards more closely aligned to the American NAEP test than Arizona.

When we get clobbered in science proficiency by countries like Estonia, we have problems that go much deeper than standards alignment. I could start looking up GDP per capita in Estonia, but that would be cruel. We need to be willing to think outside the box and figure out what other countries are doing right.

Nation (or State) 8th Grade Science Scores

Percent Scoring “Proficient” or Above

Nation (or State) 8th Grade Science Scores

Percent Scoring “Proficient” or Above

Singapore

55

Lithuania

25

Taipei

52

Slovenia

24

South Korea

45

Russia

24

Hong Kong

44

Scotland

24

Japan

42

Belgium

22

Estonia

41

Latvia

21

Massachusetts

41

Malaysia

20

England

38

Arizona

20

Hungary

38

Israel

18

Netherlands

31

Bulgaria

17

Australia

30

Italy

17

Sweden

28

Norway

15

New Zealand

26

Romania

14

Slovakia

26

Serbia

12