Im-Politic: A Viable Alternative to Affirmative Action?

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affirmative action, African Americans, college, college admissions, Defense Department, education, higher education, Im-Politic, integration, Latinos, math, minorities, NAEP, National Assessment of Educational Progress, reading, schools, segregation, Supreme Court

One of the most compelling arguments for ending racial preferences in college admissions – a demand that the Supreme Court will address in two high-profile cases – also seems to be one of the most depressing. As some opponents of such affirmative action programs contend (according to what I’ve heard on some cable talk shows), anyone truly interested in helping students from disadvantaged communities climb the education and therefore career success ladders would focus on improving the grade and high schools that are supposed to be preparing them for college, rather than on awarding higher education opportunities to those who don’t qualify according to race-blind criteria.

It’s depressing because for so long Americans have seemed unable to “fix the schools.” So ending or at least thoroughly weakening affirmative action in higher education, even if Constitutionally prohibited, looks like a recipe for perpetuating racial and ethnic achievement gaps.

Except that some impressive evidence has just emerged showing that primary and secondary schools have succeeded in bringing African American and Latino student test scores closer to white test scores. It comes from the latest edition of the U.S. Department of Education’s National Assessment of Educational Performance (NAEP – “the nation’s report card”).

The NAEP is incredibly data-rich, but one set of findings I regard as especially revealing were those presenting the shares of different racial and ethnic groups performing at or above the level viewed as “proficient” by NAEP. (Here’s a starting point for this section of the report card.) The results go back to 1990 for math and 1992 for reading, and through 2019 for both. Therefore, they show both trends over time and changes achieved in the roughly three decades before the pandemic and related school closings struck – and set back everyone. I chose proficiency as a standard versus “NAEP Basic” because it figures that the proficient students are those likeliest to attend or want to attend college.

It would have been great to describe not only the scores for fourth and eighth graders in reading and math, but for high school seniors. Unfortunately, those data only cover the short 2015-2019 period.

Here’s how the shares of white, African American, and Latino fourth graders who have been math-proficient has changed from 1990-2019:

White: 16 percent-52 percent

African American: 1 percent-20 percent

Latino: 5 percent-28 percent

 

Here are the same type of math figures for eighth graders:

White: 18 percent-44 percent

African American: 5 percent-14 percent

Latino: 7 percent-20 percent

 

And now the results for reading proficiency among fourth graders from 1992-2019:

White: 35 percent-45 percent

African American: 8 percent-18 percent

Latino: 12 percent-23 percent

 

And for eighth graders:

White: 35 percent-42 percent

African American: 9 percent-15 percent

Latino: 13 percent-22 percent

It’s clear that in every single case above, African American and Latino scores significantly lag white scores both at the beginning of the time periods examined and at the end. But it’s also clear that in evey single case above, the scores for both minority groups improved at a faster rate than those for white students.

Yes, there’s a baseline effect at work everywhere – that is, when the figure for a comparison year is very low, it’s going to be much easier to generate bigger percentage changes than for a comparison year that’s much higher. But in this instance, what seems most important to me is that bigger is indeed bigger, and undeniably encouraging.

The remaining racial and ethnic gaps remain disturbing, but two other recent findings indicate that faster progress is anything but a pipe dream. First, the U.S. Defense Department runs its own very big school system. In fact, the NAEP compares it to a U.S. state. And even though many of its students come from disadvantaged backgrounds, they’ve been outperforming their “civilian” counterparts for many years in reading and math at both the fourth grade and eighth grade levels. (Twelfth grade data aren’t available for this group.) So maybe the military has long known something about education that it could teach the rest of us?

Or maybe these schools function well because they place disadvantaged kids out of neighborhoods whose many and varied troubles create terrible learning environments? As it happens, there’s some strong evidence for that proposition, too. In other words, as a Washington Post education columnist has put it, the best way to help low-income (including of course minority) students isn’t to try making their local schools better, but to move them into better schools.

Of course, that kind of policy shift would open up a whole can of related “white flight”and “school busing” and housing-segregation worms that have sparked numerous racial conflicts in recent decades – even in liberal cities like New York and Boston. But that only reenforces a conclusion about American attitudes toward making sure that none of our country-men and women are left behind: Too often, failure or inadequate progress stems not from lack of resources or of knowledge, but of will.

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Im-Politic: An Overlooked Reason to Rethink the Four-Year College Model

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adolescence, college, education, Financial Times, higher education, Im-Politic, Oren Cass, students

I feel hesitant to write about what is or isn’t going on on college campuses these days because it’s been quite a while since my own student days; my visits in recent decades have been limited to short trips either to give guest talks or lectures or to drop off and pick up my son when he was an undergrad or to take in an occasional basketball game at George Washington U.; and although I have some friends and acquaintances in academe, we don’t often seem to discuss campus life and how it has or hasn’t changed over time.

So sure – I’ve covered subjects like the dangerous direct and indirect Chinese government presence in American colleges and universities, and about some of the conflicts that have broken out over how to deal with historical figures with racially charged records. (See, e.g., here.)  But I can only recall one instance of even briefly mentioning the crucial matter of how well these institutions are or aren’t educating students and otherwise preparing them to be successful adults and informed citizens.

I’m focused on this matter today, however, because of two recent developments that seem amply to justify the deepest skepticism about the model of undergraduate education that’s become dominant in recent decades. The first entails the much remarked on force with which the CCP Virus has driven so much instruction on-line, and all the questions that this shift have intensified about the constantly surging costs and therefore value of a four-year degree – which of course includes the cost of campus physical plants that provide so many services that have little to do with education.

The second was the appearance last week of a Financial Times column that’s brilliantly alluded to a strong resulting suspicion of mine that keeps growing, and that surely is widely shared, if still rarely voiced explicitly. As author Oren Cass wrote in a piece covering many of higher education’s woes:

“It’s easy enough to disprove the economic claim that attending college promises them success, but much harder to refute the cultural message equating ‘not college material’ with ‘loser’. Worse, we advertise the college experience as an amusement park entitlement — a rite of passage filled with sports and parties, sex and alcohol, activities calendars overseen by cruise-ship directors called ‘campus life co-ordinators’, and, oh, classes that you should try to attend, all paid for by someone else or at some other time. Try convincing a teenager it would really be smarter to forgo that experience for a few years of hard work, an industry credential and some savings in the bank.”

And he further derides colleges today as “four-year summer camps” and “private playgrounds” for the children of the wealthy.

That second swipe unintentionally reminds us that major distinctions need to be made between private and public universities, and that therefore a latter day version of “Animal House” probably isn’t what most undergrads whatever their school are living.

But beyond the exaggeration and oversimplification, Cass points the way to a possibility that deserves full consideration, and it seems best expressed as a question. Let’s leave aside all the controversies raging today about political correctness and safe spaces and snowflakes and academic propagandizing. Let’s also table for now the serious and necessary discussion concerning whether higher education’s emphasis should be more vocational and professional and technical, or more purely academic.

The question remains – and it’s actually a series of questions: If a society wanted to transmit most effectively to its college-age youth the widest range of the knowledge and skills and experiences considered essential for later life both public and private, would it really be placing these late teens and early twenty-somethings in environments that are largely isolated physically? Where the basics of life are literally served up to them on a platter? Where none of the chores and responsibilities of independent adulthood need to be carried out or met? Where all of the adults present are products of the same cloistered set ups? Whose ideal of the community of scholars – however typically honored in the breach – is barely one step removed, at least in the West, from the medieval monastery? And would that society structure this system so as to ensure that so many of these coddled youth would be those whose talent or birth or some combination of these and other advantages tended to push them into lives of outsized power and influence?

Following on: Could such a cloistered situation reasonably be expected to engender anything deserving the term “personal growth,” or reinforce any desirable form of maturation? Isn’t it far likelier that it’s fostered the kind of entitled sensibilities that never fail to harm any human community, and in fact the kind of narcissism and extended adolescence that seems so widespread among my own Baby Boomers – the first generation during which a system once reserved for the upper classes was extended to the broad middle – and succeeding cohorts?

Of course no society in its right mind would knowingly engage in practices so described, or expect anything but counterproductive, and even perverse, results. Just as obvious, this portrait of campus life is too broadbrush and shouldn’t tar the reputations of all those students who work their way diligently through four-year colleges needing to balance the requirements of classroom and jobs, of generations before them faced with the same challenges and strapped with the often inevitable debts, and of students who have donated big chunks of time and continue to volunteer for all manner of worthy community service projects.

Yet can anyone seriously deny that a nation-wide gap dividing town and gown is exactly what’s been created and cultivated in higher education for decades now? Or that its excessive width – indeed the imperative of rethinking the very goal of immersing near-adults in an environment defining itself, however undeservedly, as higher brow than its surroundings – is becoming ever clearer from the abundant evidence that many of even the less completely pampered undergrads leave academe lacking everything from critical thinking skills to the ability to function in the workplace without time-consuming supervision? (See, e.g., here.)

I am far from knowing what model should or will replace it, though I sense that the very breadth of higher education’s failure is a glaring sign that more than one alternative is in the offing. I’d also be surprised if lots of time and trial and error weren’t needed to devise them, and if some version of the current four-year community of scholars model didn’t survive as the best match for some students – as it is now.

But for most – and even for many of the most academically inclined – higher education seems certain ultimately to much more closely integrate the classroom world and the broader world that graduates will enter. And I’m equally certain that, once this transition is well underway, most will look back and wonder why anyone thought they should have been kept so far apart to begin with.

Im-Politic: A Chinese Cure-All for America’s Schools?

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college, education, foreign students, high schools, Im-Politic. China, Leonora Chu, parents, schools, students, teachers, The Wall Street Journal, universities

Nothing would be easier to look at the headline of Leonora Chu’s Wall Street Journal column on lessons that American schools could learn from their Chinese counterparts and conclude that it’s a naive whitewashing – at best – of education in totalitarian countries. And nothing would be more off-base. For the headline is utterly misleading, and the author acknowledges that propagandizing even very young children with communist dogma is only one of the numerous major failures and shortcomings of Chinese schools.

Still, Chu comes off as an unmistakable admirer of many crucial features of the Chinese system, and especially its insistence that parents as well as students respect the authority of teachers, along with the academic results that this attitude produces.

I agree with Chu that too often, “Western teachers spend lots of time managing classroom behavior and crushing mini-revolts by students and parents alike”; that “Americans have arguably gone too far in the other direction, elevating the needs of individual students to the detriment of the group”; and that, “Educational progress in the U.S. is hobbled by parental entitlement and by attitudes that detract from learning: We demand privileges for our children that have little to do with education and ask for report-card mercy when they can’t make the grade.”

Not that even these reasonable propositions are bullet-proof. Principally, how many American teachers today truly deserve this absolute respect? How many are flat-out incompetent? How many are determined to push their own political beliefs on students, at all levels of education, and in public and private schools alike? It’s true that the nation collectively has caused much of this problem by underpaying teachers and thus preventing many individuals of real talent (and integrity) from choosing this profession. But we don’t solve the problem by indiscriminately entrusting our children’s future to the present teacher cohort.

Yet oddly, Chu seems to overlook what seems like potentially the most damning indictment of the Chinese educational system of all. And so have her Wall Street Journal editors: Chinese parents appear to abandon Chinese schools whenever they can. How do I know this? In part because I read The Wall Street Journal.

Indeed, the very same day that Chu’s article ran, the Journal ran a report titled “U.S. High Schools Picking Up More International Flavor.” In this case, the headline was completely accurate. And guess where the plurality of the foreign students streaming into American high schools are coming from? Pat yourself on the back if you answered “China.”

Indeed, correspondent Tawnell D. Hobbs cites a federally funded study finding that the foreign student population in American high schools more than doubled between 2004 and 2016, to just under 82,000. And fully 42 percent are Chinese. Just as intriguing: Three of the other top student-sending countries are known for hewing to Chinese-style, Confucianism-based educational values, too – Japan, South Korea, and Vietnam.

Moreover, why are so many students from these countries with China-like schools coming to America for secondary education? According to one of the study’s researchers, “For most of these students, the goal is to graduate with a high-school diploma. They’re really looking at seeing themselves as being more competitive to get into a U.S. university.”

On the one hand, the decision to try gaining entry into the (still world-class) U.S. higher education system may have nothing to do with any supposed advantage of American high schools. After all, foreign parents may assume that their children will benefit in terms of college admission simply from getting exposed to U.S. schools and their approaches, and to the broader society (including English speakers).

On the other hand, it’s surely no secret to foreign parents that American colleges and universities are turning cartwheels to attract foreign students – mainly for financial reasons. For both public or private institutions have taken to relieving cash crunches by welcoming students from overseas – who pay full freight. So especially if the family has the bucks, there’s no reason to think that junior can’t sail into an American institute of higher education without attending a U.S. high school. And still American secondary education is considered appealing.  

So it seems like the real takeaway here is that although there’s ample room and urgent need for improvement in American schools, and that although some foreign practices and attitudes no doubt can be imported, there’s no reason to think that some magic formula for success lies overseas. The main solutions for what ails U.S. education, as Shakespeare might have said, are “in ourselves.”

(What’s Left of) Our Economy: Why a Bullish-Sounding Jobs Study Really Isn’t

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college, Current Employment Statistics, Current Population Survey, education, Georgetown University, Jobs, Labor Department, wages, {What's Left of) Our Economy

When I first read about a new report claiming that the overwhelming majority of new American jobs created during this feeble U.S. recovery have gone to workers with at least some college in their background, I was awfully suspicious. And when I looked into the matter further, I was reminded once again how careful you need to be when reading news about the economy.

The study, put out by Georgetown University’s Center on Education and the Workforce, found that of the 11.6 million jobs created once the current expansion took hold, 8.4 million (72.41 percent) went to holders of at least a bachelor’s degree. Another 3.1 million jobs (26.72 percent) went to members of the workforce holding either an associate’s degree or boasting “some college” education.

The implications look pretty clear: There’s nothing wrong with the American jobs market,that better educated workers can’t cure, and there’s nothing more important that Americans can do to improve their economic prospects than to take this hint.

The only problem: These results track only if (a) everything else we know about the labor market is wrong; or (b) higher education has just about lost its power to guarantee hard-working Americans comfortably middle class lives at the least.

Given all the uncertainties surrounding so much economic data, the first possibility certainly could be true. But as I’ve written, that would mean throwing out reams of statistics – like those showing that the wages, salaries, and benefits earned by Americans are growing at historically sluggish rates for a recovery. Moreover, a deeper (but not incredibly deep) dive into figures from the same source used by the Georgetown researchers provides strong evidence for the second proposition – which is of course much less bullish for the labor market’s fundamentals.

The Georgetown findings are based on the government’s Current Population Survey (CPS) – one of two main data series yielding information about American workers and about the unemployed. I decided to compare them with what I knew from its companion, the Current Employment Statistics (CES). Whereas the CPS is based on interviews with the nation’s households, the CES gets its information from employers – including government agencies. The Labor Department believes that the two series track well over time, but periodically they diverge over the short term.

I wanted to review the CES numbers because they tell us what kinds of jobs, in what sectors of the economy, workers in America are holding – and because I knew from previous work that they’ve consistently revealed that a disturbingly high share of the jobs created during the recovery have come in low-wage industries. Here’s what I learned:

According to the CES, since the job market bottomed in February, 2010, the economy has added 14.16 million full-time workers. (I also found that the CPS increase since then was 11.33 million.) Then I looked at employment increases in sectors known for low pay, like the retail, and leisure and hospitality businesses. And to make sure that I was zeroing in on their low-pay workforce, I examined developments among their non-supervisory workers, thereby stripping out executives and other managerial types.

In retail and leisure and hospitality combined, the non-supervisory headcount has risen by 3.3 million – representing 23.43 percent of total job creation by this measure since the employment recovery began. So that already raises questions about the Georgetown findings and their seemingly most obvious implications.

But those two sectors hardly exhaust the list of low-paying parts of the U.S. economy. As I’ve written, within the high-paying professional and business services sector, there’s a big low-paying sub-sector that includes janitors, security guards, call-center workers, employment office staffers, and the like. If you add their non-supervisory job holders to the above totals, you come to 34.18 percent of recovery-era job creation coming in low-paying positions in low-paying sectors.

Assuming that the Georgetown results as as basically accurate as mine (which are taken straight from Labor Department data tables), a depressing conclusion emerges: Lots of workers with impressive educational credentials are working at dead-end jobs. And this observation is reinforced by all the challenges raised lately to the idea that a college education is a good value for just about everyone.

According to the Georgetown report’s lead author, his study makes clear that “College level skills determines access to decent jobs now. The modern economy continues to leave Americans without a college education behind.” A more comprehensive view of the data actually indicates that the modern economy is leaving record numbers of the college-educated behind, too.