At Least 82 Percent of Education Is Politics
The big schooling story is U.S. Secretary of Education Arne Duncan’s assertion that this year 82 percent of public schools could be identified as failing under No Child Left Behind. That’s a huge percentage, and also hugely disputed. But the real story here, as always, is that government control of schooling is all about politics, not education.
Start with the 82 percent figure. It’s a consequence of NCLB’s demand that all students be “proficient” in mathematics and reading by 2014. That’s a severely reality-challenged goal, especially if proficient is supposed to mean having mastered fairly tough material. But the law largely wasn’t driven by reality — it was driven by politicians wanting voters to see them as uncompromising on bad schools.
Now the controversy. People who track NCLB results — including many Democrats — say the 82 percent figure is ridiculously inflated. Reports the Washington Post:
“I find it hard to believe,” said Jack Jennings, a former Democratic congressional aide who is president of the Center on Education Policy, an independent think tank that tracks the law. “I think they really stretched it for dramatic effect.”
And why the possible prioritization of “dramatic effect” over “reality”? Because the Obama administration is pushing to get the law rewritten along lines it likes, and might very well feel the need to scare the bejeepers out of the public to get momentum behind it:
Charles Barone, a former congressional aide who helped draft the 2002 law, called Duncan’s projection “fiction.” Barone tracks federal policy for a group called Democrats for Education Reform, which is generally in accord with Obama’s policies on education changes.
“He’s creating a bogeyman that doesn’t exist,” Barone said of Duncan. “Our fear is that they are taking it to a new level of actually manufacturing a new statistic – a ‘Chicken Little’ statistic that is not true – just to get a law passed. It severely threatens their credibility.”
But hold on! With only about 37 percent of schools identified as failing last year, the leap to 82 percent certainly does seem improbable. But quietly evading the spirit of NCLB — actually improving educational outcomes – some states backloaded their improvement goals to very late in the full-proficiency game, betting NCLB would be gutted by 2014 and they’d never be held accountable. So some states really might be on the verge of having to pay the piper big time, and the failure rate perhaps could be set to rise dramatically. But you’d have to know a lot about the political machincations in every state to figure that out.
Slippery Standards Slope
The draft national curricular standards released yesterday, as I wrote earlier, will in all likelihood do little or no educational good if adopted. They’ll either be ignored or, if hard to meet, dumbed-down.
That said, the really troubling question is not whether the standards will do any good, but whether they will do much harm.
The answer: Oh, they’ll do harm. They’ll move us one step closer to complete centralization of education, which portends many potentially bad things, from total special-interest domination to even more wasteful spending.
Perhaps the most concerning possibility is that complete centralization — meaning, federalization — will lead to nationwide conflict over what the schools should teach, much as we are seeing in Texas right now and witnessed in the 1990s, the last time Washington tried to push “voluntary” national standards. Back then national standards in several subjects were proposed, and a national firestorm was set off over what they did, and did not, contain.
The Standards Themselves Are, Frankly, Irrelevant
Three days ago I reported that draft, grade-by-grade, national curricular standards would soon be released by the Common Core State Standards Initiative. Yesterday, they were. (If you want to get a sense for what the proposed standards are follow the link to them. Don’t bother with the appendices, though, unless you really want to get into the weeds.)
Naturally, in the coming days lots of people will be offering heaps of commentary about what the standards do or do not contain. That’s not my main concern (though reading through the English standards I am dubious that mastery of them could be easily or consistently assessed). You see, the content of the standards is largely irrelevant because the main problem isn’t what the standards are, but standardization itself.
As I’ve blathered about on numerous occasions, it makes little sense to expect all kids to master all the same things at the same rates. All kids are different – they have different talents, desires, and abilities — and to impose one, “best” progression on them is simply illogical.
Another problem with imposing a single standard nationwide — and yes, this will be imposed, unless states suddenly decide they don’t like getting their citizen’s tax dollars back from Uncle Sam – is that it prevents competition between curricula. And that, in turn, kills innovation, the lifeblood of progress. So unless these standards have achieved perfection — and I’m pretty sure they haven’t — it’s a very dangerous thing to make them the end-all and be-all.
Finally, no matter how brilliant the draft standards, there is no reason to believe that they will drive meaningful educational improvement. Government schools will still be government schools, and the people employed by them will still have very little incentive to push kids to excellence, and every incentive to game the system to make the standards toothless. And no one yet has offered a decent proposal, other than school-choice supporters, for getting around that very inconvenient, public-schooling truth.
All of these problems help to explain why there is no convincing empirical evidence that national standards drive superior educational outcomes. Unfortunately, most national-standards advocates will talk themselves blue in the face about what’s in the standards, but avoid at all costs the question of whether standardization makes sense in the first place.
National Standards Coming Soon?
After months of delay, the Common Core State Standards Initiative will soon release draft, grade-by-grade, national curricular standards. According to the CCSSI website, the draft standards will be out this month.
Why the wait? The drafting process has been pretty opaque so outside observers can’t know for certain, but the scuttlebutt is that drafters just haven’t been able to agree on what the standards should contain.
This shouldn’t surprise anyone. As Boston Globe columnist Jeff Jacoby explains in a terrific new piece — which draws on my new national-standards analysis — getting very diverse people to agree on a single standard is extremely difficult, especially if the standard is going to be something other than lowest-common-denominator. It’s one of many reasons that having national standards might sound great in the abstract, but is far from fab in reality.
Hopefully, when the draft standards are finally released we will be hearing a lot more about the reasons, most of which are in my report, that national standards can’t possibly live up to the billing supporters give them. If not, our nation and our children will suffer for it.
National Standardizers Just Can’t Win
I’ve been fretting for some time over the growing push for national curricular standards, standards that would be de facto federal and, whether adopted voluntarily by states or imposed by Washington, end up being worthless mush with yet more billions of dollars sunk into them. The primary thing that has kept me optimistic is that, in the end, few people can ever agree on what standards should include, which has defeated national standards thrusts in the past.
So far, the Common Core State Standards Initiative – a joint National Governors Association/Council of Chief State School Officers venture that is all-but-officially backed by Washington — has avoided being ripped apart by educationists and plain ol’ citizens angry about who’s writing the standards and what they include. But that’s largely because the CCSSI hasn’t actually produced any standards yet. Other, that is, than general, end of K-12, “college and career readiness” standards that say very little.
Another Education Road Sign Screaming “Stop!”
This morning the National Center for Education Statistics released a new report, Mapping State Proficiency Standards Onto NAEP Scores: 2005-2007. What the results make clear (for about the billionth time) is that government control of education has put us on a road straight to failure. Still, many of those who insist on living in denial about constant government failure in education will yet again refuse to acknowledge reality, and will actually point to this report as a reason to go down many more miles of bad road.
According to the report, almost no state has set its “proficiency” levels on par with those of the National Assessment of Educational Progress (NAEP), the so-called “Nation’s Report Card.” (Recall that under No Child Left Behind all children are supposed to be “proficient” in reading and math by 2014.) Most, in fact, have set “proficiency” at or below NAEP’s “basic” level. Moreover, while some states that changed their standards between 2005 and 2007 appeared to make them a bit tougher, most did the opposite. Indeed, in eighth grade all seven states that changed their reading assessments lowered their expectations, as did nine of the twelve states that changed their math assessments.
Many education wonks will almost certainly argue that these results demonstrate clearly why we need national curricular standards, such as those being drafted by the Common Core State Standards Initiative. If there were a national definition of “proficiency,” they’ll argue, states couldn’t call donkeys stallions. But not only does the existence of this new report refute their most basic assumption – obviously, we already have a national metric — the report once again screams what we already know: Politicians and bureaucrats will always do what’s in their best interest — keep standards low and easy to meet – and will do so as long as politics, not parental choice, is how educators are supposed to be held accountable. National standards would only make this root problem worse, centralizing poisonous political control and taking influence even further from the people the schools are supposed to serve.
Rather than continuing to drive headlong toward national standards — the ultimate destination of the pothole ridden, deadly, government schooling road – we need to exit right now. We need to take education power away from government and give it to parents. Only if we do that will we end hopeless political control of schooling and get on a highway that actually takes us toward excellent education.
Evidence, Please?
A couple of days ago the Common Core State Standards Initiative released a new draft of its national, “college- and career-readiness” math and English curricular standards. The content of the standards isn’t of huge interest to me — the biggest dangers are in the implementation of standards, not the drafting — but what is of great interest is determining whether having national standards makes sense in the first place. Unfortunately, it appears that many standards fans couldn’t care less about that little concern.
To satisfy my interest, I’ve been delving into empirical work that might back claims that national standards are necessary for educational success, or just that they improve academic outcomes. And what have I found? As I laid out in a recent National Review Online op-ed, and argue today on the New York Times‘ “Room for Debate” blog, there’s hardly any such evidence. There is scant good research on national standards, and what there is largely ignores serious questions about the confounding impact of such factors as culture and changing educational attitudes.
This dearth of research explains why national standardizers are almost totally silent about evidence and instead defend their proposals with soundbites about high expectations for all kids, or the ”craziness” of having 50 state standards. It also explains why they seem to be in a big hurry to get standards drafted, and why the Obama administration is already dangling billions of dollars in front of states to get them to “voluntarily” adopt whatever the CCSSI produces. Quite simply, were the public to find out that national standards are essentially an untested drug being slipped down their throats, they might object. And nothing, it seems, is more important to the national standards crowd than ensuring that that doesn’t happen.
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