The Dark Knight Rises: The Mythology of Our Time

August 1, 2012

I’ve been on a Greek mythology kick this summer.  If the desire to create stories, like those of classical mythology, is universal, what are the myths of today?   I’d argue that superhero stories are the modern equivalent of classical mythology.

They are basic stories and characters that are familiar to almost all of us.  The artist doesn’t invent the characters or their stories, he provides his own twist with his own telling of these familiar stories.  Similarly, Sophocles did not invent the story of Oedipus, Euripedes did not invent the story of Iphigenia, etc… Each play or each telling of an epic poem was like each “re-boot” of the Batman, Spiderman, or Superman sagas — changing the emphasis and minor plot points in order to create a new meaning from a familiar character and story.

Greg has suggested this connection between modern superhero stories and classical mythology by trying to connect current directors and writers with their ancient equivalents.  But I want to take the point even further.  Not only are the modern makers of superhero movies like the playwrights of antiquity, their stories serve the same purpose for us and do so in very similar ways.  Neither the new Batman series nor others attempt to capture realism in their plots.  As real as they make the action and special effects, the plots and characters are obviously unrealistic.  We only accept them because they fit within the genre of a hero story — with their defining flaws, archetype villains, and endurance for suffering and sacrifice.  As ironic and post-modern as we like to think of ourselves, we are as willing to suspend disbelief for hero stories as were the ancients.

In addition, the plots of the Christopher Nolan Batman as well as other superhero sagas are designed to make sense of the world and offer some moral guidance, just as ancient myths did.  (SPOILER ALERT)  The Nolan Batman evokes images of our post 9-11 experience with terror, the need for security, and the price we pay for that need.

In his earlier posts, Greg suggested that the message of Nolan’s Dark Knight is that political and social order may require a lie.  The new movie makes clear that lies have their consequences and are ultimately self-defeating.  And as the earlier Dark Knight films emphasized the need not to be paralyzed by fear, the current movie suggests the opposite danger of being completely without fear.  And in earlier movies we learned that the rich and powerful were fundamentally corrupt, but in the new movie we see that rule by The People is at least as horrifying.  And a final paradox– in previous movies Batman learned that his success requires not trusting others because they are unreliable, but in the current movie we see that success ultimately requires trusting others despite their unreliability.

Perhaps the moral of Nolan’s Batman is also drawn directly from the Greeks.  We know that “Carved into the temple [to Apollo at Delphi] were three phrases: γνῶθι σεαυτόν (gnōthi seautón = “know thyself“) and μηδέν άγαν (mēdén ágan = “nothing in excess”), and Ἑγγύα πάρα δ’ἄτη (eggýa pára d’atē = “make a pledge and mischief is nigh”),[10]   I’m not sure Nolan could have summarized the messages of his Batman trilogy more succinctly.


Happy 100th Dr. Friedman

July 31, 2012

(Guest Post by Matthew Ladner)

Today marks the 100th anniversary of the birth of Milton Friedman. Thomas Sowell, a former student, has a column in the Investor’s Business Daily marking the event, as does Steven Moore in the WSJ.

I’ll never forget the single chance I had to meet the Friedmans. Dr. Friedman came to testify in favor of a school voucher bill in Austin in 2003. Out of respect to Dr. Friedman’s advanced age, the legislative committee allowed him to sit at the table with them.

The barriers to entry in the Texas legislature are fairly high, and some of the members are accomplished attorneys and businessmen-quite bright. Some members made the mistake of making ineffectual attempts to cross swords with the great man on the subject of vouchers, only to find themselves quickly dispatched. A large crowd of Hispanic parents cheered the aged intellectual gladiator on as he easily disposed of his foes.

A few years ago I had the chance to author a paper on Dr. Friedman’s influence on education policy, and then to attend a symposium with five other authors who focused on different policy areas. I did not fully appreciate Milton Friedman’s greatness until I participated in that symposium. Doug Bandow’s paper on Friedman’s role in ending the draft literally made me laugh out loud on my flight to San Fransisco.

Friedman was a determined opponent of the draft, and served on a commission appointed by President Nixon to study the transition to an all volunteer force. General Westmoreland took time out of his busy schedule of mishandling the war effort in Vietnam to vocally oppose an all-volunteer military. He made the mistake of asserting that he did not want to lead “an army of mercenaries” in a public forum. Dr. Friedman unloaded on him. Friedman described the scene in Two Lucky People:

In the course of his [General Westmoreland’s] testimony, he made the statement that he did not want to command an army of mercenaries. I [Milton Friedman] stopped him and said, ‘General, would you rather command an army of slaves?’ He drew himself up and said, ‘I don’t like to hear our patriotic draftees referred to as slaves.’

I replied, ‘I don’t like to hear our patriotic  volunteers referred to as mercenaries.’ But I went on to say, ‘If they are mercenaries, then I, sir, am a mercenary professor, and you, sir, are a  mercenary general; we are served by mercenary physicians, we use a mercenary lawyer, and we get our meat from a mercenary butcher.’ That was the last that we  heard from the general about mercenaries.

BOOOOOOOOOOOOOOOOOOOM!!!!!!!!!!!

Dr. Friedman showed us all how to go about our tasks-calm, rational and fearless devotion to logic and evidence. Happy Birthday Milton- we still need you, but will have to do our best on our own. We are in your debt.


Free: The Future of a Radical Tuition

July 26, 2012

(Guest Post by Matthew Ladner)

Some new interesting nuggets from the online learning revolution: Bill Bennett’s feature of Udacity’s Sebastian Thrun notes that when you rank the 20,000 + graduates of Thrun’s massive online open graduate seminar on artificial intelligence that the first in-person Stanford student ranked 411th. In addition, Thrun notes that he has 20 companies lined up to hire Udacity certificate holders.

Today comes word the UC Berkley will be joining forces with Harvard and MIT in the EdX project, and that:

Though it won’t offer college credits, the edX website is expected to give certificates to people who complete courses and to charge for some of those certificates in the future. Birgeneau said that some California community colleges later may use UC Berkeley’s edX courses as part of their regular campus classes that would earn students credits to transfer to a UC.

Higher education inches ever closer to disruption. Institutions must sort through security and other issues, but institutions will have to grant credit for high quality courses that address them. If they don’t, then the monopoly on credentialing people currently held by universities may crumble faster.  The media is likely to focus on the chaos of it, but let’s not take our eyes off the ball: free university training holds the potential to provide opportunities for advancement for billions of people.

It’s difficult to wrap your head around the implications of all of this for higher education and, for that matter, K-12. My feeling is similar to that expressed after second 53 in this clip:


New Social Promotion Study

July 25, 2012

Marcus Winters and I have a new study on the effects of ending social promotion in Florida that appeared this month in the journal, Education Finance and Policy.  In our earlier published research we observed that retained students made greater academic gains in subsequent grades than did promoted students who were just like them.  But we could only track students for 2 years after the intervention, so we didn’t know if the benefits we observed compounded or faded over time.

In the new study we track students for as many as 5 years after retention.  The benefits of the policy do diminish, but they remain statistically significant and educationally substantial through middle school.  We hope to continue tracking these students through high school, graduation, and even college, but so far it looks like there are enduring benefits to ending social promotion.


Double Standards on Special Ed Placements v. Vouchers

July 25, 2012

(Guest post by Greg Forster)

In today’s Examiner, AEI’s Michael McShane (an official JPGB super best friend) wants to know why none of the people fighting to kill the DC voucher program seem to have any objections to DC’s high rate of outplacement for special education students. Could it be because there are a lot more rich white special ed parents? McShane is here to chew gum and kick the cans of edu-hypocrites, and he’s all out of gum.

McShane doesn’t make the mistakes others have made in characterizing DC’s high rate of outplacement. Still, the stats are eye-popping, and will no doubt have many readers asking questions. McShane really doesn’t have the opportunity in a short piece like this to provide the necessary background. Thankfully, Jay wrote this a while back to bring people up to speed.


Mike Petrilli is Rocking the Suburbs Just Like Quiet Riot Did

July 20, 2012

(Guest Post by Matthew Ladner)

Mike Petrilli is rocking the suburbs for school choice.


District or Charter in Arizona?

July 19, 2012

(Guest Post by Matthew Ladner)

The Economist ran a fantastic article on charter schools recently, marred only by a bit by a bit of overconfidence from Mackie Raymond on charter school authorizing:

Credo thinks that the variation in quality can be traced to the governing legislation behind the schools. Margaret Raymond, director of Credo, points to Arizona’s terrible results in 2009, which were the result of lax screening of those who were allowed to set up charter schools, and no serious reviews thereafter. Ohio, where most charters are worse than the traditional schools, gained a reputation as the “Wild West” of charter schools because it exercised almost no oversight.

Credo did report finding lower rates of academic growth in Arizona charter schools, but also some bright spots. A previous analysis of growth by UCLA’s Lew Solomon found higher rates of academic growth, and an analysis more recent that either of these found similar rates of growth between charter and district schools. Moreover, Paul Peterson noted that the Credo study may have been unduly influenced by a large number of students spending their first year in a charter school, and charter schools that were in their first year of operation. Students take an academic hit during the period of acclimation to a new school, and schools are not generally at their best during their shakedown period.

No one has performed a random assignment study on charter schools in Arizona, but the random assignment studies that have been performed are quite positive for charter schools. The weight of the available evidence leads me to believe that the same would be true in Arizona. After all, if Arizona charter schools had persistently lower rates of academic growth, it would be hard to explain why general education low-income students consistently outperformed their district peers on all 5 2011 NAEP exams:

The desirability of very cautious authorizing discussed in The Economist has sadly become conventional wisdom. Personally, I am not a fan.

First, let’s recognize that the idea of hyper-cautious authorizing fits some states better than others. It’s always bad in my view, but it would have been flat-out insane in Arizona. Before the bust, the Arizona state government had been shelling out hundreds of millions of dollars per year to build new district schools to cope with enrollment growth. Those schools are **ahem** in the red columns in the above figure.

In the absence of the hundreds of charter schools that have opened in Arizona, without state facility funding mind you, since the charter school law passed in 1994, the financial burden on Arizona taxpayers to build new school space would have been even greater. No one in Arizona had a strong reason to be terrified by the possibility of ineffective charter schools opening when we were bearing a terrible financial burden to build lots of ineffective district schools.

Now obviously this is no justification to allow convicted felons or random ya-hoos who can’t put a credible business plan together the chance to open a charter school. Bad for kids, bad for taxpayers, no doubt. It is far from clear to me however that authorizing boards are especially adept at predicting in advance who will be a success, and who will fail. In fact, it seems likely to me that the elitist authorizing processes of some other states might have declined Rick Ogston the opportunity to open Carpe Diem.

Use this hat to improve your powers of prediction..

Rather than having well-meaning bureaucrats trying to do the impossible divine the future regarding who will succeed and fail- it is a better approach to have a relatively quick hook on the back-end. Despite Arizona’s reputation as the “Wild West” a large number of charter schools have closed over the years. I am hopeful that the A-F grading system will lead Arizona parents to close even more poorly performing charter schools, as decentralized solutions work best.


President Bush Discusses Global Report Card

July 19, 2012

Last fall Josh McGee and I developed the Global Report Card (GRC) for the George W. Bush Institute. The GRC is a tool that allows people to compare the level of academic achievement in virtually every school district in the United States to the average for their state, the country, and a comparison group of 25 industrialized countries.

Above is a new interview with President Bush in which he discusses the Global Report Card (it’s around minute 25).

The Global Report Card received a fair amount of coverage when it was released, but keep your eyes out for an updated and improved version this upcoming fall.  The results of the GRC are consistent with other international comparisons, including a series of pieces by Eric Hanushek, Paul Peterson, and Ludger Woessmann (the most recent of which can be found here).  But the GRC goes a step further by allowing comparisons to be made at the school district  level.  GRC 2.0 will also have some new features and comparisons that people might find useful.


Do We Need National Standards to Prevent a Race to the Bottom?

July 17, 2012

One of the better arguments for the adoption of national standards is that it is necessary to prevent a race to the bottom among states and localities.  States wishing to look good rather than actually be good may be tempted to lower their academic expectations so that they can more easily declare victory without having to make any educational progress.  Imposing a national standard would prevent this race to the bottom because all states would have to compete on the same scale and could not manipulate the measuring tape to appear 10 feet tall.

There is some evidence that this kind of race to the bottom has been occurring.  Rick Hess and Paul Peterson, for example, have compared state cut scores for proficiency on their state tests to results on the U.S. Department of Education’s National Assessment of Educational Progress (NAEP) to show that the level of achievement required to be declared proficient in many states has been dropping over the last decade. In his recent review of the Maranto and McShane book on Obama’s education policies, Nathan Glazer described how advocates for national standards see them as a fix for this race to the bottom:

 in Race to the Top, “the Obama administration tacitly gave its approval to a set of ‘Common Core Standards’ developed by a consortium of state school officers and tied Race to the Top dollars to participation in the program.” This may be a path to finally getting a set of national standards and overriding the standards the states set, which have in many states been pushed lower. This “race to the bottom” has made it easier to show adequate yearly progress (AYP) and avoid triggering measures required for schools that do not show AYP.

So does competition among states and localities really produce a race to the bottom or does competition motivate improvement and spark continual improvements?  The answer depends on what states and localities are competing for.  If states and localities are competing to receive federal funds and/or avoid federal sanctions, as Glazer describes states seeking to make AYP, then competition will produce a race to the bottom.  In competing for bureaucratic approval from the feds, states only have to appear good (satisfy the bureaucratic requirements), but they don’t have to actually be good.  Competing for the bureaucratic approval of the federal government turns education into a redistributive policy where the goal is to get a larger share of the federal largess.

But if states and localities are competing for residents and businesses to increase their tax base, then the incentive from competition is to increase standards and quality.  Millions of individuals are not so easily fooled and can distinguish between phony claims of progress created by lowering the bar and real progress.  Clever bureaucrats can also tell the difference but they are bound by the rules for dispersing rewards and sanctions and so are forced into encouraging a race to the bottom.  Individual face no similar constraints.  They want to move to the areas with the best schools to help their kids, enhance their property values, and have access to a quality labor force.  Individuals may make mistakes or have bad taste, but in aggregate they reward real educational progress not fake, race to the bottom, manipulation.

The history of U.S. education is filled with evidence of how this competition for residents and tax base has spurred improvements in quality and increases in rigor.  The economic historian, William Fischel, carefully documents how the development and spread of high school education in the United States was driven by localities seeking to compete for residents demanding a more rigorous education.  And the standards required for graduating high school have steadily increased over time.  Graduation requires more college-prep coursework.  In almost half of the states students now have to pass a state test to receive a standard diploma.  And 37 states instituted their own testing and accountability systems before NCLB was adopted.  The result of these state and local efforts was not always a rigorous education, but they clearly show a trend toward higher standards and quality in response to consumer demand.  Competition produces a race to the top as long as it is competition for individual taxpayers and business instead of competition for federal government handouts.

So, if a race to the bottom is fueled by the desire to satisfy federal bureaucratic rules, why would we think the solution is in the adoption of more federal bureaucratic rules?  National standards will just create a new regime of gaming, manipulation, and the appearance of progress without the actuality of it.  Expanding choice and competition for individuals is the solution to a race to the bottom, not more centralized control that stifles that competition.


Celebrating Friedman Day in Georgia

July 16, 2012

The Friedman Foundation is organizing a series of events nationwide as well as a big one in Chicago to celebrate Milton Friedman’s birthday and his intellectual legacy.  The Georgia Public Policy Foundation hosted one of these events this week and had yours truly as a speaker.  Here is the video: