Pass the Popcorn: City of the Dark Knight (Issue #1)

July 28, 2008

(Guest post by Greg Forster)

Well, it’s not as good the second time you see it. It’s better!

See here for the premiere installment of the PTP: City of the Dark Knight series. Oh, and: Spoiler alert (duh).

This time I caught a lot more of the “moral hypocrisy” theme being set up earlier in the movie. It’s not as clear when you don’t know yet how significant it’s going to be later. But they’re clearly telegraphing that the restoration of moral order in Gotham is requiring some compromises of the rules – for example, this flew by me the first time, but Dent brings that mass prosecution of criminals knowing full well that he can’t make most of the charges stick. He argues to the mayor that they should go forward with prosecution anyway, because most of the bad guys won’t be able to make bail (Batman, Gordon and Dent having taken away most of their money) and thus will have to sit in the slammer while the cases grind through the system. “Think what you could do with eighteen months of clean streets,” Dent tells the mayor. Wrong? Not necessarily. Politics is the art of the possible. But it’s bending the spirit of the law.

Also, notice that Gordon tells his people to lie to the media about Dent’s disappearance. I did notice this the first time, and I thought about it for all of five seconds or so, and then I had to keep up with the movie. The second time, it stands out more as part of the hypocrisy theme.

Perhaps the most important thing I caught this time around is why Dent blames Gordon and Batman for what happens to Rachel. It’s because Gordon built his Major Crimes Unit by including officers who were under a cloud of suspicion. This is another “moral compromise” narrative. Confronted about it at the beginning of the movie, Gordon first insinuates that when Dent was at Internal Affairs he had been bringing bogus corruption cases against clean cops in order to build his career. (At first I thought this might be a signal from Chris Nolan that the movie is right-wing, because prosecuting innocent people to build a career was always the right’s complaint about Eliot Spitzer. But then I remembered that Rudy Giuliani did the same thing.) However, Gordon seems to concede pretty quickly that his MCU does contain some shady characters. He says something like, “I have to do the best with what I have to work with.”

I also caught that they’re telegraphing from early on that Dent is not all he appears to be, morally speaking. The first time I saw the movie I wanted them to do more to establish Dent’s fall – he seems to go over to the dark side pretty quickly. But now I see that he was never really that good to begin with. That, plus it occurred to me that the “Two Face” Dent is still fighting for justice in his twisted way. He’s hunting down the people he blames for Rachel, subjecting each of them one by one to the judgment of the coin.

And now for something completely different: I noticed this time that the guy on the prisoners’ boat who throws the detonator out the window has a damaged right eye (his right, our left). I got really excited by this. I thought, where else in this movie did we see a black criminal have somthing happen to his eye? That’s right: “I’m going to make this pencil disappear!” So I thought: the Joker’s goal is to corrupt everybody. But what if one of his victims found himself forced to reexamine his life while sitting in the prison hospital, and he became good because of the Joker’s actions – and that same person’s goodness was the reason the Joker’s ferry experiment failed? Layers within layers within layers!

But, alas, I was barking up the wrong tree. Somebody has posted the pencil scene on YouTube, and it’s clearly not the same actor. Oh, well.

One more thing: I found an easy way to remember the mobster’s name, the one I couldn’t remember in my previous post. It’s Moroni – the same name as the angel who allegedly revealed the Book of Mormon to Joseph Smith. How’d that happen? Was the entire Warner Brothers marketing department asleep?

Let me close with a bleg: At the end, Gordon says that Dent’s rampage produced “five people dead, two of them cops.” I count Moroni’s driver, Moroni himself (assuming he died in the car crash), the first of the two crooked cops, and Dent himself. But the other cop won the toss and just got knocked unconscious. So that’s four people, one of them a cop. Whom am I missing? Are we supposed to assume Dent found a way to finish off the second cop despite the toss, just like he found a way with Moroni (assuming that’s what happened)? Is this a goof? Or what?

7 Comments | Pass the Popcorn | Tagged: , , , , , | Permalink
Posted by Greg Forster

When “Sorry” Means “J’Accuse”

July 28, 2008

The letter "J'accuse"

The following column about a letter appeared on the front page of the Cleveland Plain Dealer on Wednesday, July 23.  The letter is in the form of an apology, but it is actually a series of accusations about testing and accountability.  Like another front page letter of accusation, this one has all of Emile Zola’s moral outrage but has none of Zola’s justification.

I’ve reprinted it here with my comments in blue italics.

Students pass state test, but at what cost to their education?

by Regina Brett

The school report cards came out in June.

Rocky River Middle School passed the 2008 Ohio Achievement Tests, earned an Excellent rating from the state and met the requirements for Annual Yearly Progress.

For all of those accomplishments, Principal David Root has only one thing to say to the students, staff and citizens of Rocky River:

He’s sorry.

Root wants to issue an apology. He sent it to me typed out in two pages, single spaced.

He’s sorry that he spent thousands of tax dollars on test materials, practice tests, postage and costs for test administration.

Actually, he did not spend the money.  The taxpayers did when they decided through their elected representatives to adopt a testing and accountability system.  They then hired David Root to implement this policy in his capacity as principal at a public school.

Sorry that his teachers spent less time teaching American history because most of the social studies test questions are about foreign countries.

I guess the people of Ohio thought it was important for students to learn about foreign countries when they, through their elected representatives and hired agents, devised the state curriculum and test.  Besides, if students learned more about foreign countries they might know who Emile Zola was.

Sorry that he didn’t suspend a student for assaulting another because that student would have missed valuable test days.

Sounds pretty irresponsible.  Would he have made a different decision if the student would have missed valuable instructional days?  If so, whose fault is that?  Oh yes, I forgot that this is an accusation, not an apology.

Sorry he didn’t strictly enforce attendance because all absences count against the school on the State Report Card.

So, is David Root saying that he cheated on the state accountability system?  Isn’t this like lying to your boss about your job performance?  Will he be fired, sanctioned, or resign to make amends for his infraction?

He’s sorry for pulling children away from art, music and gym, classes they love, so they could take test-taking strategies.

Why didn’t he just follow the state curriculum and let the scores show what students knew? The decision to take time away for “test-taking strategies”  was completely unnecessary given that more than 90% of Rocky River students have been scoring above the proficient level in reading, math, and writing.  It sounds like they would have done just fine on the state test without working on test-taking strategies and having spent more time on art, music, and gym.

Sorry that he has to give a test where he can’t clarify any questions, make any comments to help in understanding or share the results so students can actually learn from their mistakes.

How reliable would the results be if principals could clarify questions, help in understanding, or share secure test items that would be re-used on future tests?  Does every assessment have to be a formative assessment?

Sorry that he kept students in school who became sick during the test because if they couldn’t finish the test due to illness, the student automatically fails it.

This sounds like a difficult decision.  Football coaches similarly have to think about whether to take injured players out of the game versus having the players tough it out.  We pay leaders to make these difficult decisions, balancing competing interests wisely.

Sorry that the integrity of his teachers is publicly tied to one test.

Actually, the state accountability system — let alone “the integrity of his teachers” —  is not based on one test.  The overall rating of Rocky River Middle School is based on several test results (in Reading, Math, Writing, Social Studies, and Science), the progress students have made in those subjects, and (as we already heard about) the possibly fraudulent attendance rate.

He apologized for losing eight days of instruction due to testing activities.

I thought Root didn’t want one test, so it takes time to administer several.  While testing takes place on eight days it does not (or at least does not have to) consume the entirety of those days.  My understanding is that the average student only spent two mornings being tested, as testing occurred in different grades and subjects for different students across eight days.

For making decisions on assemblies, field trips and musical performances based on how that time away from reading, math, social studies and writing will impact state test results.

I would hope that the principal would think about how assemblies, field trips, and musical performances impact instructional time for other academic subjects regardless of whether those subjects are part of a state accountability system.

For arranging for some students to be labeled “at risk” in front of their peers and put in small groups so the school would have a better chance of passing tests.

Again, if smaller group instruction would help certain students, the principal should arrange for that regardless of the state accountability system.  And the principal would have to think of a way to provide that necessary assistance without stigmatizing the students who need it.

For making his focus as a principal no longer helping his staff teach students but helping them teach test indicators.

Why didn’t he just help his staff teach the subjects with confidence that the test indicators would show what they had learned?  This is especially puzzling given how likely it is that students at Rocky River would pass the state test without paying any special attention to test-taking strategies.

Root isn’t anti-tests. He’s all for tests that measure progress and help set teaching goals. But in his eyes, state achievement tests are designed for the media to show how schools rank against each other.

Seems like the state accountability system does measure progress and help set teaching goals.  What’s wrong with it also informing the public and policymakers (via the media) about how their schools are doing?

He’s been a principal for 24 years, half of them at Rocky River Middle School, the rest in Hudson, Alliance and Zanesville. He loves working with 6th, 7th and 8th graders.

“I have a strong compassion for the puberty stricken,” he joked.

His students, who are 11, 12, 13 and 14, worry that teachers they love will be let go based on how well they perform.

One asked him, “If I don’t do well, will you fire my teacher?”

He cringed when he heard one say, “I really want to do well, but I’m not that smart.”

Has a single tenured teacher in Ohio (or in the United States) been let go based on performance on state accountability tests?  Maybe he should reassure the students that their concern is misplaced.

He wants students to learn how to think, not take tests.

Can’t they do both?

“We don’t teach kids anymore,” he said. “We teach test-taking skills. We all teach to the test. I long for the days when we used to teach kids.”

Why not just return to those days and let the test results show what kids have learned?

Unless we get back to those days, principals and teachers all over Ohio will continue to spend your tax dollars to help students become the best test takers they can be.

The people of Ohio decided to adopt an accountability system because the schools weren’t doing an adequate job teaching kids to think without it.  The “just trust us to do a good job” approach wasn’t working.

(edited to add color)

7 Comments | school accountability | Tagged: , , , , , , , | Permalink
Posted by Jay P. Greene

Pass the Popcorn: City of The Dark Knight (Issue #0)

July 25, 2008

New PTP Mini-Series, Issue #0 – Rare Collector’s Item!

Have you been regressing endogenous variables again?

(Guest post by Greg Forster)

It’s too much.

I mean, too much for one blog post. Last Friday I lightheartedly left a comment on Matt’s PTP entry promising to have my Batman post up by Monday. Surely, I thought, I’d be so juiced after the movie that I’d run straight back to my computer and blog until my fingers bled.

But no, this was a very dense movie. Chris Nolan is ambitious, and the movie vindicates his ambition triumphantly. After the movie, I was unable to talk much about it – because there was too much to digest. And by the time I was ready, I had already forgotten half the thoughts I’d had during and right after the movie. Clearly this is a work that’s going to repay a lot of repeat viewing – a hypothesis I intend to test vigorously, hopefully with plenty of checks for the robustness of the finding (e.g. does the movie repay repeat viewing if the repeat views are in a drive-in? In IMAX? With co-workers? In the afternoon? Does it make a difference if I order a soda with my popcorn? How about what kind of soda I order? I’d better try watching it once with each kind, just to be sure).

At this point I just know that any blogging I do is going to be no more than a pale shadow of what I really thought and felt during the movie. So, to assuage my conscience (and save myself from spending all day working on this post, fretting about what I’m forgetting to include) I’m hereby inagurating a special Pass the Popcorn Mini-Series. I’m posting some of my thoughts now, in anticipation of revisiting the subject later. (Don’t worry, not too often. But we are going to have to find something to write about on Fridays after the summer movie season dies down, and this will help fill the gap.)

Oh, before I forget:

(HT xkcd)

There are already some haters out there, like John Podhoretz in the Weekly Standard, who are offended – nay, outraged – that a comic book movie is getting the kind of praise The Dark Knight is getting. Well, OK, it ain’t Shakespeare, but that’s apples and oranges. Let’s take a similar example – say, a mob movie. Podhoretz never misses an opportunity to share his opinion that The Godfather is the best movie ever made. And I agree that The Godfather deserves to be taken seriously as a great work of art. But it is a mob movie. If The Godfather can be great, why not this?

Unforgivably, Podhoretz works out his anger by spoiling as much of the moive as he can get away with. So don’t read it until after you’ve seen the movie. (Reading the spoilers in this blog entry is of course an entirely different matter.)

It’s readily apparent from Podhoretz’s review what’s really eating him: he loves the old, wild and carefree tradition of superheroes from the Silver Age, recently resurrected so dazzlingly in Iron Man. That tradition got killed off in the 1980s, in large part due to Frank Miller’s amazing work in reinventing Batman, and Podhoretz resents that this type of superhero has crowded his preferences out of the market.

(As an aside, Frank Miller looks to have come way down in the world, artistically speaking; to judge by the preview they ran in front of Dark Knight, Miller’s newest project is to take Will Eisner’s treasure The Spirit and turn it into a porno movie. But all will be forgiven if Holy Terror, Batman! ever actually sees the light of day.)

I sympathize with Podhoretz. One of the best comics ever drawn is Scott McCloud’s ZOT!, which came out when the Dark and Serious school was at its height, as an attempt to rescucitate the wild and carefree hero. (According to McCloud’s introduction, it was especially a reaction against the literally murderous nihilism of Watchmen, which, alas, now looks like it’s finally going to get the movie they’ve been threatening to make of it for decades. Yes, there was a lot of real storytelling genius in Watchmen. That’s what makes it so horrible – to see such genius used to glorify cynicism and murder.)

But while most of the Dark and Serious stuff was crud, let’s face it, most of the Wild and Carefree stuff that preceded it was also crud. ZOT! and the new Iron Man are jewels, but jewels in the rough. So was Miller’s original Dark Knight Returns, and so is the new Dark Knight.

And then there’s the politics. There’s a handy precis of the issues, with links, here if you’re interested. My take: The Dark Knight probably isn’t directly about the war on terror. It’s about things that are universal. (Ever since Frank Miller’s Dark Knight Returns, Batman has periodically been used to explore these issues – meaning we don’t need to bring in the war on terror to explain why these issues are present in a Batman movie.) But of course if these things are universal then they’re as present in the war on terror as everywhere else, so the application of the movie’s subject matter to the war on terror in the viewer’s mind is perfectly valid. 

Having unburdened myself of these reactions to the reactions to the movie, do I have time left today to say anything about the actual movie? Just briefly.

Warning: Believe with Caution

The Dark Knight seems to be primarily about moral hypocrisy. People are not “basically good.” All human beings are both good and evil. However, it’s not in our nature to admit this about ourselves; we have to pretend that we’re good. And the same hypocrisy manifests at the social level – society, being made up of human beings, is not “basically good” but is both good and evil. However, in order to keep from becoming aware of our own evil, lest we should have to admit the truth about ourselves, we also have to sheild ourselves from other people’s evil. If we admitted that everyone else was not “basically good,” it would be really hard to avoid raising the question about ourselves. And so we have to pretend that everybody is “basically good.”

The Joker is out to expose our hypocrisy. His ultimate goal isn’t to kill, it’s to corrupt. He would say that he isn’t out to corrupt us, but to make us admit to the corruption that’s already there in our hearts. But to “admit” to the courrption in the Joker’s sense is really to surrender to it – to become “corrupt” on a whole different level.

This, incidentally, is why it was such a good decision to give the Joker no backstory (and not just by omission but by the Joker’s deliberate obfuscation about his own past). As Chris Nolan has said (I’m paraphrasing), this Joker isn’t a person, he’s a primal force. My hypothesis: the reason this Joker has to be a primal force and not a person is because he has to stand outside of our hypocrisy. The Joker’s place in the narrative requires him to be, not both good and bad, but all bad. And while the Joker is right that all people are bad, it’s also true that all people are good – therefore the Joker, being all bad, can’t be a person.

On the individual level, the Joker’s mission is manifested in the “one rule” dynamic between Batman and the Joker. As all real Batman fans know, Batman’s one rule is that he doesn’t kill people. The Joker’s goal for the Batman is to induce him to break his one rule – thereby proving that his rule is really a construction of self-righteous hypocrisy.

Here the influence of Miller’s Dark Knight Returns is obvious, although Miller’s Joker is primarily motivated by a desire for mass murder and cares about Batman’s one rule only secondarily:

Late Nite Talk Show Host “Dave”: You’re said to have only killed about six hundred people, Joker. Now don’t take this the wrong way, but I think you’ve been holding out on us.

Pansy Liberal Psychologist: This is a sensitive human being here, Dave. I won’t let you harrass-

Joker: I don’t keep count . . . I’m going to kill everyone in this room.

Dave: Now that’s darn rude.

At the social level, the Joker is out to stop Gotham City’s resurgent belief in justice, embodied (in different ways) by Batman and Harvey Dent. I wish there had been an opportunity to establish more tangibly the positive impact that Dent’s mob cleanup was having on the city; it would have made us feel more urgently the real stakes that the Joker was playing for.

What the heck is this guy’s name again? They said it, like, five times in the movie. You would think I’d remember.

And that leads to the big twist at the end – maybe the best twist I’ve ever seen in a movie: the good guys have to defend hypocrisy. Of course it would be great if society could admit the truth about its own corruption and still strive to uphold justice anyway. But fallen human nature doesn’t work that way.

All my life, I’ve hated those cheesy TV shows where they decide to cover something up because “people need heroes.” Even the Simpsons, when they set out to parody this, couldn’t quite bring themselves to pull the trigger. It’s not done as a parody when Lisa decides not to reveal that Jebediah Springfield was actually a notorious pirate; they play it straight.

But The Dark Knight makes it work. People really do need their heroes, and their heroes really are fallen people. Ergo, people really do need hypocrisy. The reason I buy this in The Dark Knight when I’ve rejected it in all previous incarnations is because The Dark Knight doesn’t try to make it out to be a good thing. It’s wrong that people need hypocrisy – that people need to have heroes before they’ll agree to uphold justice and do good and so forth. It’s ugly and stupid and evil. As Dr. Surridge says in the original V for Vendetta comic (not the dreadful movie version), “There’s something wrong with us.”

Yes, it’s wrong that people need hypocrisy – but since they do need it, it’s not necessarily wrong to supply it.

Hold that thought. More to come. Stay tuned!

5 Comments | Pass the Popcorn | Tagged: , , , , , , | Permalink
Posted by Greg Forster

USA Today: Parental Choice Popular in Sweden

July 25, 2008

(Guest Post by Matthew Ladner)

Sweden, of all places, went for government funding of private school attendance in 1992. The quasi-market system has proven very popular, so much so that even the teacher unions don’t complain about it.

Perhaps next they will go really crazy and outsource their bus services, to the delight of Greg and Andy.

1 Comment | competitive effects | Permalink
Posted by matthewladner

Private Choice and the Disruptive Technology Model

July 24, 2008

(Guest Post by Matthew Ladner)

Christensen has made the case that online learning is a disruptive technology: competing against non-consumption, filling niches, and on the way to becoming a much more prevalent practice. I have been thinking lately that a similar model may apply to the private school choice movement.

One big difference: private choice often competes against demonstrable failure in the public system rather than non-availability of schooling at all. Inner city students in Cleveland, for example, have access to public schools. The problem isn’t that they don’t have access to schools at all; it is that the schools they do have access to often perform outrageously poorly.

Thus we experience political difficulty in promoting private choice. It would be much easier to compete against non-consumption. Ironically enough, a Democratic State Senator in Texas proposed just this sort of bill last year: a school voucher bill for dropouts.

The modern choice movement began in Milwaukee in 1990 when a group of frustrated inner-city Milwaukee Democrats teamed with Republican Governor Tommy Thompson to create the Milwaukee Parental Choice Program.

Since 1990, we’ve seen the creation of Milwaukee-like programs in Cleveland and Washington DC, failing school vouchers in Louisiana, Ohio and Florida. Lawmakers have created broad eligibility tax credit programs in Arizona, Illinois, Georgia and means-tested tax credit programs in Arizona, Florida, Iowa, Minnesota, Pennsylvania and Rhode Island. Voucher programs for children with disabilities have passed in Arizona, Florida, Georgia, Ohio and Utah, and Arizona passed the nation’s first and (as yet) only voucher program for foster care children.

Some in the movement would look at this list and say the movement needs to refocus on inner city programs. Some resentment towards the success of the special needs programs (5 and counting) has been expressed. These sentiments reflect deeply held value preferences.

I however disagree with them.

The passion of the progressive private choice movement is to provide the opportunity for low-income inner city children to have the chance to attend a high quality school. This is a passion I share, obsessively. Low-income inner city children are too often trapped in schools so dysfunctional that no one reading this would even think having their own children attend. Using the Rawls criteria of justice- if those schools aren’t good enough for your children in theory, then they aren’t good enough for disadvantaged children in practice.

Children with disabilities, however, have an equally compelling case for choice, and may in fact be the most poorly served children and frustrated parents in the public school system. Pop quiz: would you rather be born to a low-income family in an inner city, or the son of a billionaire with autism? The current IDEA system promises an “Individualized Education Plan” for children with disabilities, but all too often involves simply filing out the paperwork to prevent a successful lawsuit. Children- especially minority children- are often mistakenly shunted into special education due to poor reading instruction and effectively if not purposely left to rot academically in the most blatant and vivid example of the bigotry of low expectations imaginable.

In case for foster children is also compelling- having already rolled snake-eyes in their opening roll in life, children in foster care bounce from home to home, and thus because of attendance boundaries, from school to school. Ultra-frequent transfers between schools effectively destroy any chance they have to make academic progress.

Anyone for giving these kids a chance to attend a stable set of schools over time free from the disruption of attendance boundaries? Good- me too.

Thinking again of the disruptive technology model- inner city poor children are a niche that we should passionately seek to aid through parental choice. They do not however constitute the entirety of students extremely poorly served by the public school system. Children in failing schools, dropouts, English language learners, foster care children, free and reduced lunch children, functional illiterates, and special needs children are all demonstrably poorly served in the public school system.

One argument made used to be that special needs programs could not demonstrate systemic effects on public schools. This is no longer true. Nor is the case for the failing schools model. Don’t get me wrong: I prefer larger and broader programs to smaller ones, every day of the week. I’m most interested in helping as many poorly served children to get as much access to a broad array of school choices as fast as possible.

The passage of special needs bills were followed by choice bills with a broader set of eligibility in both Utah and Georgia. From a disruptive technology perspective that is a good thing.

From a disruptive technology perspective, the problem with say, Wisconsin would be that they haven’t moved on to new aid disadvantaged children in different niches. There are low-income children in places like Racine, for example, moving through dropout factory schools. Children with disabilities around the state could benefit enormously from a special needs voucher bill.

Ohio, on the other hand, started with a means-tested bill focused on Cleveland, and then moved on to a bill for children with autism and a statewide failing schools bill. Choice efforts in the state now focus on moving to a full blown McKay bill. Bully for them.

Florida’s programs focused on free and reduced lunch eligible children (Step Up for Students Tax Credit), special needs students (McKay Scholarship Program) and students in failing schools (Opportunity Scholarships). That’s a good start to build on, and Florida has overcome a very contentious debate on choice to develop bipartisan support and strong statewide public school improvement.

Once again: I’ll have what Florida is having.

(edited to correct typo)

3 Comments | politics, vouchers | Permalink
Posted by matthewladner

Eduwonk: Vouchers Boring, Bus Service Consolidation Fascinating

July 23, 2008

(Guest post by Greg Forster)

One of Eduwonk’s most important contributions to the education blogosphere is the snarky comment. Snark is frowned upon in these parts (don’t leave a snarky comment on this post, or you’ll be violating site policy). But if I may register a minority report on behalf of the loyal opposition, I think snarky comments do for the marketplace of ideas what short sellers and speculators do for the stock market: they’re not classy or respectable, but they perform an indispensable price-discovery function. (Another similarity is that the people who do them make tons of money – right, Andy? Andy?)

Of course, not all brokerage houses are interested in having their services used by short sellers, and there may be some sense in declaring some education blogs as snark-free zones. The short sellers can always take their business to other brokers – just like I post all my snarky comments on Pajamas Media.

But if Eduwonk is going to dish out snark, he’d better be able to take it. So check out what I found while scrolling through Eduwonk this morning.

In response to John McCain’s big education speech at the NAACP:

If this campaign turns into a debate about vouchers please just shoot me now. I’d prefer a debate that ignores education than that tired fight again.

Two days earlier:

Shouldn’t we be . . . trying to get school districts out of the busing business altogether? Big school districts like to boast about how they bus more passengers each day than Greyhound. That’s true, but also sort of insane if you think about it and consider that their primary mission is teaching and learning. Besides, today’s buses are horrendous polluters even when greener technology is available, control over transportation means control over parental decision-making, and school districts often aren’t even very good at designing efficient transportation schemes or adapting to changing circumstances like $4 gas, which was not exactly an unforeseen issue in the transportation world…Student safety means that, especially for younger students you want to be careful about how you merge transportation schemes, but having local or regional agencies that handle transportation would pay a lot of dividends if was approached with the dual principles of being greener and more parent- and civic-friendly at the front-end.

Got that? A debate about the policy that represents the most fundamental break from the existing system, is most consistently supported by empirical evidence, and is currently the most politically successful movement in the education world is boring enough to induce suicide. But the prospect of transferring control of bus services from school districts to local or regional transportation agencies is fascinating.

Supply your own snarky comment; I’m not allowed.

But before leaving the subject, I will note that if you’ve seen the new Batman movie, you already know whom to call for all your school bus operation needs:

You know how I got these scars? I was in an accident caused by an incompetent school bus driver, because educational transportation is controlled by school districts whose core mission is teaching and learning rather than by local or regional transportation agencies!

1 Comment | vouchers | Tagged: , , | Permalink
Posted by Greg Forster

Dan Lips Interviews the Chef

July 22, 2008


(Guest Post by Matthew Ladner)

Dan Lips interviews Jeb Bush about education reform on National Review Online today.

4 Comments | competitive effects, instructional reform | Tagged: , | Permalink
Posted by matthewladner

Savage Comments

July 22, 2008

The blow-hard radio host Michael Savage has never been known for his careful and thoughtful analysis, but he recently went a big-mouth mile too far when he declared that autism was “a fraud, a racket … In 99 percent of the cases, it’s a brat who hasn’t been told to cut the act out. … They don’t have a father around to tell them, ‘Don’t act like a moron. … Act like a man. Don’t sit there crying and screaming, idiot.’ “

2 Comments | special ed | Tagged: , , , | Permalink
Posted by Jay P. Greene

Camp Education

July 21, 2008

“I desire macaroni pictures! And those little shaker things where you put beans inside of paper plates that are glued together! And let us put patterns of glue on the outside of those paper plates so we can then pour glitter on them so they look nice and sparkly!”

As I drop the kids off at sleep-away summer camp, I’ve been thinking about whether school should be more like camp.  At camp the kids learn an enormous amount, including a large amount of traditional academic content.  Two of my children are at a Jewish camp where they learn Hebrew and Judaics in addition to more typical camp activities.  (And no, there is no giant Moses in the shape of the CPU from Tron demanding macaroni pictures).  My oldest goes to a special needs camp that offers an emphasis on independent living skills (just like school) in addition to the usual camp stuff.

They all learn a lot.  But unlike school, the kids love it.  Don’t get me wrong, they like school quite a bit — but they love camp.  They love it even though they are made to do all sorts of challenging or sometimes unpleasant things that they rarely do at home.  They have to do all of the cleaning, they serve and clear all of the meals, and they fold their own clothes.  It can be broiling during the day and freezing at night.  They help tend farm animals.  They climb to the top of a high tower.  They go for long hikes.

The camps my kids go to have very nice facilities and are considered expensive.  Their camps offer activities not usually found at other summer camps, including go-carts, mountain biking, computers, water trampolines, and tennis.  The ratio of counselors to campers at the Jewish camp is less than 5 to 1, and at the special needs camp is about 2 to 1 (including specialists).

How are these camps able to teach kids a lot, get them to work hard, and get the kids to love it, while schools struggle to do any of these things?

What’s more, even these expensive camps are less expensive than the average public school.  The Jewish camp costs $151.92 per day, which given that they are cared for 24 hours per day, comes out to $6.33 per hour.  The average public school, as of 2006-7, cost $10,725 per pupil for 180 days, which works out to $59.98 per day or $8.51 per hour for the 7 hours they are in school.  Even the special needs camp, which seems quite expensive, costs less than the average special education in public schools.  The hourly cost of the special needs camp is $11.02 compared to $16.17 for special education at the average public school.  I also looked up the tuition of a popular Christian camp in the area.  The charge there is only $3.33 per hour.

How do sleep-away camps get kids to work hard, learn a lot, broaden their experiences and love it — all for less than the cost of public schooling?  A big difference is that most of the counselors are young, college kids.  They don’t get paid very much but tend to be enthusiastic, bright, and energetic.  Some will later be doctors or lawyers, but they are happy to be counselors for a few summers in the meantime.  It’s easier to get talented people for low pay for a short time than for an entire career.  Camps always have some wise old-hands to keep the young staff in check and to maintain the norms and mission of the organization, but camps mostly succeed at low cost because of their energetic young counselors.

Could schools be more like camps?  Could we hire a lot of enthusiastic, bright, and energetic teachers fresh out of college, who know full well that most of them will leave in a few years to become lawyers, doctors, or something else?  A few old-hands would stick around to keep the young staff in check and to maintain the norms and missions of the organization.  But schools could potentially attract more talented people as teachers at lower cost if they followed the camp model.  And perhaps schools with a high-turnover, young staff would better connect with students and convey the love of learning and working hard.

I know that current research finds that teachers tend to be less effective in their first few years and that turnover is harmful.  But those are findings about new teachers and high turnover under the current system that rewards teachers for sticking around for 20-25 years.  We can’t simply extrapolate from that to what would happen under a system that attracted a different crop of new teachers and where turnover was effectively encouraged (reform of the pension system and pay scale could move us in that direction).

Maybe the intensity of camp just couldn’t be sustained for an entire school year.  Maybe adding even a little more academic content would ruin the camp magic.  I’m sure many things would go wrong if we tried to make schools more like camps, but I think it’s worth thinking about what we can learn from camps to make schools more effective.

17 Comments | teacher pay, teacher quality | Tagged: , , , | Permalink
Posted by Jay P. Greene

Bigger is Not Better in Education

July 20, 2008

I have a piece in this morning’s Arkansas Democrat Gazette arguing that consolidating school districts in Arkansas to 75 countywide school districts is not a promising reform strategy.  A number of state officials as well as the Dem Gaz have floated the idea of cutting the number of districts to less than one-third of the current number as a way of saving superintendent and football coach salaries while improving the capacity of high schools to offer state-required courses.  I argue that the salary savings will be few, there are better ways to help high schools offer courses (such as with distance ed), and student achievement tends to suffer in larger schools and school districts. 

Now, this doesn’t mean that reconfiguring larger urban high schools into “small” schools within a school, as the Gates Foundation once pushed, is likely to produce much of an improvement either.  The benefits of smaller schools and school districts may be related to the tighter connection they have to their communities and the more competitive market provided by having more districts.  Simply breaking up big high schools may not better connect schools to communities or create more competitive pressure. 

Being able to choose among schools within a district is like being able to choose among the menu items at McDonalds.  It’s nice that you could choose the Filet-O-Fish if you prefer to eat fish, but there is no change in competitive pressure from adding that menu item — all of the money still ends up in the same place.  The same is true for choice within school districts — all of the money still stays with the school district, so their motivation is not significantly altered by your choice among their schools.  We should only expect significant competitive pressure when money leaves one organization and enters another as a result of consumer choice.  School districts are the main organizational unit of education funding.

3 Comments | competitive effects | Tagged: , , , , | Permalink
Posted by Jay P. Greene

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