Editorial Board Opinion

With the House poised to vote Wednesday on legislation to reestablish a voucher program that allows low-income D.C. students to attend private schools, the Obama administration issued a strongly worded statement of opposition. The White House of course has a right to its own opinion, as wrongheaded as we believe it to be. It doesn’t have a right to make up facts.

“Rigorous evaluation over several years demonstrates that the D.C. program has not yielded improved student achievement by its scholarship recipients compared to other students in D.C.,” President Obama’s Office of Management and Budget proclaimed Tuesday, in response to H.R. 471, sponsored by House Speaker John A. Boehner (R-Ohio).

That dismissal might come as a surprise to Patrick J. Wolf, the principal investigator who helped conduct the rigorous studies of the D.C. Opportunity Scholarship Program and who has more than a decade of experience evaluating school choice programs.

Here’s what Mr. Wolf had to say about the program in Feb. 16 testimony to the Senate Committee on Homeland Security and Governmental Operations:

“In my opinion, by demonstrating statistically significant experimental impacts on boosting high school graduation rates and generating a wealth of evidence suggesting that students also benefited in reading achievement, the DC OSP has accomplished what few educational interventions can claim: It markedly improved important education outcomes for low-income inner-city students.”

There are, we believe, other benefits to a program that expands educational opportunities for disadvantaged children. The program, which provides vouchers of $7,500 to low-income, mainly minority students to attend private schools, is highly regarded by parents, who often feel it allows their children to attend safer schools or ones that strongly promote achievement. Our view has never been that this voucher program is a substitute for public school or public school reform. But while that reform proceeds, scholarships allow a few thousand poor children to escape failing schools and exercise a right that middle-class parents take for granted — the right, and dignity, of choice.

We understand the argument against using public funds for private, and especially parochial, schools. But it is parents, not government, choosing where to spend the vouchers. Given that this program takes no money away from public or public charter schools; that the administration does not object to parents directing Pell grants to Notre Dame or Georgetown; and that members of the administration would never accept having to send their own children to failing schools, we don’t think the argument is very persuasive. Maybe that’s why an administration that promised never to let ideology trump evidence is making an exception in this case.

People like philosopher John Rawls call treating everyone alike merely “formal” fairness. Professor Rawls advocated “a conception of justice that nullifies the accidents of natural endowment and the contingencies of social circumstances.” He called for a society which “arranges” end-results, rather than simply treating everyone the same and letting the chips fall where they may.

This more hands-on concept of fairness gives third parties a much bigger role to play. But whether any human being has ever had the omniscience to determine and undo the many differences among people born into different families and cultures – with different priorities, attitudes and behavior – is a very big question. And to concentrate the vast amount of power needed to carry out that sweeping agenda is a dangerous gamble, whose actual consequences have too often been written on the pages of history in blood.

There is no question that the accident of birth is a huge factor in the fate of people. What is a very serious question is how much anyone can do about that without creating other, and often worse, problems. Providing free public education, scholarships to colleges and other opportunities for achievement are fine as far as they go, but there should be no illusion that they can undo all the differences in priorities, attitudes and efforts among different individuals and groups.

Trying to change whole cultures and subcultures in which different individuals are raised would be a staggering task. But the ideology of multiculturalism, which pronounces all cultures to be equally valid, puts that task off limits. This paints people into whatever corner the accident of birth has put them.

Under these severe constraints, all that is left is to blame others when the outcomes are different for different individuals and groups. Apparently those who are lagging are to continue to think and act as they have in the past – and yet somehow have better outcomes in the future. And, if they don’t get the same outcomes as others, then according to this way of seeing the world, it is society’s fault!

Society may lavish thousands of dollars per year on schooling for a youngster who does not bother to study, and yet when he or she emerges as a semi-literate adult, it is considered to be society’s fault if such youngsters cannot get the same kinds of jobs and incomes as other youngsters who studied conscientiously during their years in school.

It is certainly a great misfortune to be born into families or communities whose values make educational or economic success less likely. But to have intellectuals and others come along and misstate the problem does not help to produce better results, even if it produces a better image.

Political correctness may make it hard for anyone to challenge the image of helpless victims of an evil society. But those who are lagging do not need a better public relations image. They need the ability to produce better results for themselves – and a romantic image is an obstacle to directing their efforts toward developing that ability.

Tests and other criteria which convey the realities of their existing capabilities, compared to that of others, can have what is called a “disparate impact,” and are condemned not only in editorial offices but also in courts of law.

But criteria exist precisely to have a disparate impact on those who do not have what these criteria exist to measure. Track meets discriminate against those who are slow afoot. Tests in school discriminate against students who did not study.

Disregarding criteria in the interest of “fairness” – in the sense of outcomes independent of inputs – adds to the handicaps of those who already have other handicaps, by lying to them about the reasons for their situation and the things they need to do to make their situation better.

Recent videos of American children in school singing songs of praise for Barack Obama were a little much, especially for those of us old enough to remember pictures of children singing the praises of dictators like Hitler, Stalin and Mao.

But you don’t need a dictator to make you feel queasy about the manipulation of children. The mindset that sees children in school as an opportunity for teachers to impose their own notions, instead of developing the child’s ability to think for himself or herself, is a dangerous distortion of education.

Parents send their children to school to acquire the knowledge that has come down to us as a legacy of our culture– whether it is mathematics, science, or whatever– so that those children can grow up and go out into the world equipped to face life’s challenges.

Too many “educators” see teaching not as a responsibility to the students but as an opportunity for themselves– whether to indoctrinate a captive audience with the teacher’s ideology, manipulate them in social experiments or just do fun things that make teaching easier, whether or not it really educates the child.

You can, of course, call anything that happens in a classroom “education”– but that does not make it education, except in the eyes of those who cannot think beyond words. Unfortunately, the dumbed-down education of previous generations means that many parents today see nothing wrong with their children being manipulated in school, instead of being educated.

Such parents may see nothing wrong with spending precious time in classrooms chit-chatting about how everyone “feels” about things on television or in their personal life.

But while our children are frittering away time on trivia, other children in other countries are acquiring the skills in math, science or other fields that will allow them to take the jobs our children will need when they grow up. Foreigners can take those jobs either by coming to America and outperforming Americans or by having those jobs outsourced to them overseas.

In short, schools are supposed to prepare children for the future, not give teachers opportunities for self-indulgences in the present. One of these self-indulgences was exemplified by a letter I received recently from a fifth-grader in the Sayre Elementary School in Lyon, Michigan.

He said, “I have been assigned to ask a famous person a question about how he or she would solve a difficult problem.” The problem was what to do about the economy.

Instead, I replied to his parents: With American students consistently scoring near or at the bottom in international tests, I am repeatedly appalled by teachers who waste their students’ time by assigning them to write to strangers, chosen only because those strangers’ names have appeared in the media.

It is of course much easier– and more “exciting,” to use a word too many educators use– to do cute little stuff like this than to take on the sober responsibility to develop in students both the knowledge and the ability to think that will enable them to form their own views on matters in both public and private life. What earthly good would it do your son to know what economic policies I think should be followed, especially since what I think should be done will not have the slightest effect on what the government will in fact do? And why should a fifth-grader be expected to deal with such questions that people with Ph.D.’s in economics have trouble wrestling with?

The damage does not end with wasting students’ time and misdirecting their energies, serious though these things are. Getting students used to looking to so-called “famous” people for answers is the antithesis of education as a preparation for making up one’s own mind as citizens of a democracy, rather than as followers of “leaders.”

Nearly two hundred years ago, the great economist David Ricardo said: “I wish that I may never think the smiles of the great and powerful a sufficient inducement to turn aside from the straight path of honesty and the convictions of my own mind.”

The fad of assigning students to write to strangers is an irresponsible self-indulgence of teachers who should be teaching. But that practice will not end until enough parents complain to enough principals and enough elected officials to make it end.

Few Obama administration appointments have been as startling as Education Secretary Arne Duncan’s appointment of Kevin Jennings, the homosexual founder of the Gay, Lesbian and Straight Education Network (GLSEN), to head the Office of Safe and Drug-Free Schools.

Jennings was undoubtedly chosen for this post (which does not require Senate confirmation) because the foundation of the homosexual education agenda is the concept of “safe schools.” However, “safe schools” as GLSEN defines them are like “hate crime laws” for kids. GLSEN’s model legislation would create protected categories like “sex, gender, . . . sexual orientation, [and] gender identity or expression.” (Ironically, they don’t include protection for the factor that GLSEN’s own research shows is the most common reason for harassment of students — “the way they look or their body size.”) Everyone opposes violence, name-calling, and other forms of bullying. As with “hate crimes,” though, GLSEN’s “safe schools” do not protect everyone equally, but instead single out homosexuals for more protection than others.

Despite this inequity, some might be tempted to support the “safe schools” agenda as long as it is limited to ending bullying, and does not extend to actively affirming or promoting homosexuality. However, in a 1995 speech, Jennings admitted that the rhetoric about “safety” was a political device, saying that it “threw our opponents on the defensive, and stole their best line of attack. This framing short-circuited their arguments and left them back-pedaling.” In a 1997 speech he embraced the idea of actively “promoting” homosexuality, looking forward to a day when “people, when they would hear that someone was promoting homosexuality, would say, ‘Yeah, who cares?’” And an unsigned article on the GLSEN website in 2000 declared, “The pursuit of safety and affirmation are one and the same goal.”

While Jennings promotes tolerance toward homosexuals, he is unwilling to reciprocate by extending tolerance to those who disagree with him. His memoir, Mama’s Boy, Preacher’s Son, seethes with bitterness toward Southern Baptists, the country’s largest Protestant denomination (within which he was raised). Perhaps that’s why, in a speech in a New York church in 2000, Jennings is reported to have said, “We have to quit being afraid of the religious right. . . . I’m trying not to say, ‘[F---] ‘em!’ which is what I want to say, because I don’t care what they think! Drop dead!”

He wants homosexuality to be taught in American schools — in his book Always My Child, Jennings calls for a “diversity policy that mandates including LGBT [lesbian, gay, bisexual, transgender] themes in the curriculum.” But he wants only one side of this controversial issue to be aired, and apparently believes in locking sexually confused kids into a “gay” identity. That’s the implication of his declaration, “Ex-gay messages have no place in our nation’s public schools. A line has been drawn. There is no ‘other side’ when you’re talking about lesbian, gay and bisexual students.”

Jennings does not limit his promotion of homosexuality in schools only to high schools or middle schools. He wrote the foreword for a book titled Queering Elementary Education, which includes an essay declaring that “‘queerly raised’ children are agents” using “strategies of adaptation, negotiation, resistance, and subversion.”

Perhaps the most dramatic illustration, however, of Jennings’ unfitness for a “safe schools” post involves an incident when he taught at Concord Academy, a private boarding school in Massachusetts. In his book One Teacher in Ten (the title is based on the discredited myth, now abandoned even by “gay” activist groups, that ten percent of the population is homosexual), he tells about a young male sophomore, “Brewster,” who confessed to Jennings “his involvement with an older man he met in Boston.” But at a GLSEN rally in 2000, Jennings told a more explicit version of “Brewster’s” story. Jennings here quotes the boy and then comments: “‘I met someone in the bus station bathroom and I went home with him.’ High school sophomore, 15 years old. That was the only way he knew how to meet gay people.”

Did Jennings report this high-risk behavior to the authorities? To the school? To the boy’s parents? No — he just told the boy, “I hope you knew to use a condom.” Sex between an adult and a young person below the “age of consent” (which varies from state to state) is a crime known as statutory rape, and some states mandate that people in certain professions report such abuse.

I do not know if “Brewster” was below the age of consent, nor whether Jennings was a mandatory reporter or violated mandatory reporting laws. When members of the National Education Association protested an NEA award to Jennings because of this incident, Jennings called the criticism “potentially libelous” and a GLSEN lawyer demanded a retraction. But when officials at Concord Academy — the school where Jennings had taught — were asked about the scenario described in one of Jennings’ accounts, a school spokesman said that such an incident should be reported.

In any case, public service requires adherence to a higher ethical standard than bare compliance with the law. Instead of veiled threats, Jennings now owes the public a thorough explanation of the “Brewster” incident. Regardless of the law, a 15-year-old who meets sexual partners in a bus station restroom requires more than a condom to be “safe.”

Kevin Jennings has neither the temperament nor the ethical standards needed for public service. His history suggests a commitment to serving only one narrow part of the student population, not all students. He is unfit for the post to which he’s been assigned, and Secretary Duncan should withdraw his appointment at once.

Unlike the Obama speech, in 1991 most of the controversy came after, not before, the president’s school appearance. The day after Bush spoke, the Washington Post published a front-page story suggesting the speech was carefully staged for the president’s political benefit. “The White House turned a Northwest Washington junior high classroom into a television studio and its students into props,” the Post reported.

With the Post article in hand, Democrats pounced. “The Department of Education should not be producing paid political advertising for the president, it should be helping us to produce smarter students,” said Richard Gephardt, then the House Majority Leader. “And the president should be doing more about education than saying, ‘Lights, camera, action.’”

George H. W. Bush, 41st President of the United States

Democrats did not stop with words. Rep. William Ford, then chairman of the House Education and Labor Committee, ordered the General Accounting Office to investigate the cost and legality of Bush’s appearance. On October 17, 1991, Ford summoned then-Education Secretary Lamar Alexander and other top Bush administration officials to testify at a hearing devoted to the speech. “The hearing this morning is to really examine the expenditure of $26,750 of the Department of Education funds to produce and televise an appearance by President Bush at Alice Deal Junior High School in Washington, DC,” Ford began. “As the chairman of the committee charged with the authorization and implementation of education programs, I am very much interested in the justification, rationale for giving the White House scarce education funds to produce a media event.”

Unfortunately for Ford, the General Accounting Office concluded that the Bush administration had not acted improperly. “The speech itself and the use of the department’s funds to support it, including the cost of the production contract, appear to be legal,” the GAO wrote in a letter to Chairman Ford. “The speech also does not appear to have violated the restrictions on the use of appropriations for publicity and propaganda.”

That didn’t stop Democratic allies from taking their own shots at Bush. The National Education Association denounced the speech, saying it “cannot endorse a president who spends $26,000 of taxpayers’ money on a staged media event at Alice Deal Junior High School in Washington, D.C. — while cutting school lunch funds for our neediest youngsters.”

Lost in all the denouncing and investigating was the fact that Bush’s speech itself, like Obama’s today, was entirely unremarkable. “Block out the kids who think it’s not cool to be smart,” the president told students. “If someone goofs off today, are they cool? Are they still cool years from now, when they’re stuck in a dead end job. Don’t let peer pressure stand between you and your dreams.

by Marc Epstein

New York City Schools Chancellor Joel Klein’s vision of education reform is based on his idea of the “business model” of accountability and results—which sounds good in principle. Producing numbers that show bottom-line progress is essential to demonstrating Klein’s success. The city’s much-touted improvement in student test scores, though dubious, has convinced many observers that substantial progress is happening. To keep the momentum going and appease the Department of Education’s number crunchers, school administrators strive constantly to improve graduation rates. One of the easiest ways of doing this, unfortunately, is to water down course-credit standards for graduation.

For years now, schools have been switching to “annualization” of their course offerings. Under this structure, students who fail the first semester of a sequential course (say, English 5 and 6) can get credit for both terms if they pass the second semester. The practical effect of this change is to destroy the work ethic of those students who’ve figured out how to game the system. By their junior and senior years, they know that they can blow off the first term and, with some effort in the second, get credit for the full course. For the schools’ part, annualization obviates the need to create costly, inefficient “off-track” spring sections of sequential courses for students who failed the fall section. This helps cut down drastically on night school and summer school, and also sends graduation rates skyward. Under this flawed model, teachers face inexorable pressure to get their numbers up in the second term, however they can.

The education department has taken other questionable steps to boost graduation rates. Consider the fate of summer school. Even as recently as 13 years ago, when I first taught summer classes, the course standards and rules were strictly enforced. Three absences resulted in a student’s automatic termination from the program, and a disciplinary infraction would have the same result. But Harold Levy, Mayor Rudy Giuliani’s last schools chancellor, instituted a kinder and gentler system of asking, if not begging, kids to show up. Teachers were paid to call home and implore parents to send their kids, while a smiling Levy appeared on the evening news, manning the phones himself. Principals would let kids come late, allow them to disappear for two-week vacations in the middle of summer, and drop the issue of passing them into teachers’ laps, asking them to use “discretion.” Then, under Mayor Bloomberg and Chancellor Klein, the old Summer and Evening Division was eliminated altogether in a cost-saving move. A vastly shrunken summer-school operation, run individually by the schools with no outside oversight, retains very little of the old system’s tough standards.

The schools began implementing a program known as “credit recovery,” driven, again, by the pressure on city high school principals to improve their dismal graduation rates. Through credit recovery, a student can receive credit for a failed course after attending at least nine hours of class and completing a total of 25 hours of work. The credit-recovery classes are held during school vacations or in after-school programs. They’re sometimes referred to as “boot camp,” in order to conjure up images of Camp Lejeune in July. State and city directives always call for “rigorous” standards for these programs, but one doesn’t need to be an education policy expert to judge that nine hours in class is a paltry substitute for 16 weeks of class work, or even the 36 hours of summer school in the old system. What amount to extra-credit assignments cannot substitute for course proficiency. Besides, no statewide mechanism for auditing these programs really exists, so it’s left up to the full faith and credit of each school to ensure that they’re reputable. Stories about schools “stuffing” credit-recovery programs to boost graduation figures are legion.

But it gets worse. Until now, students who’ve failed a course must have spent a certain amount of time in that class (known as “seat time”) to be eligible for credit recovery. Last month, however, the State Education Department issued a draft proposal declaring that “seat time” will no longer be a prerequisite. Instead, a school-based committee made up of certified teachers and the principal will set the standards. “The provisions . . . do not require specific seat time requirements for the make-up opportunity since the opportunity must be tailored to the individual student’s need,” the memo declares. This alternative approach renders Chancellor Klein’s own regulations—which call for 90 percent attendance and “successful completion of standards in subject areas”—meaningless.

New York City’s much-heralded end to social promotion in schools has been replaced by something even worse—totally empty, if not universal, promotion. Partly as a result of new policies like credit recovery, this June’s graduation rates will likely reach record highs. Klein’s supporters will once again sound their optimistic refrain about educational progress. But at some point, ordinary New Yorkers, largely excluded from the education debate, will begin to realize that the progress is not what it seems.

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