Big Thinking, Little Thinking

There's been a lot of commenting recently on a NYT opinion piece by Virginia Heffernan. (See these posts at Joanne's and Rachel's sites, respectively. Cedar Riener's post at Rachel's site is particularly interesting and worth reading.)

The piece is, essentially, Ms. Heffernan's endorsement of an argument that is made by Cathy Davidson in her book, Now You See It: How the Brain Science of Attention Will Transform the Way We Live, Work, and Learn, which I freely admit that I have not read. I also admit that I should read it before making this blog post, but I have a lot of things I have to read this weekend and I just don't have time for the book. I am thus going to rely on Ms. Heffernan's synopsis of Ms. Davidson's arguments. The argument seems to go like this, as best I can tell. It's hard because I'm having to create what I think are some of the implied premises.

1. It is not knowable what sorts of careers our society's children will have because the technological and economic landscape can be expected to change quite quickly.

2. Any given educational approach or method is only going to be best-suited for some particular set of jobs and/or activities; apprentice systems might be best for trades, while collaborative activities might be better for certain types of businessmen.

3. From 1 and 2, we cannot know what sort of educational approach or method will be best-suited to the jobs/economic activities that children will have in the future.

4. Teachers have, in the past, assigned a certain type of solitary, inward-looking work, typified by the "term paper".

5. Modern students write terrible term papers.

6. Modern students write very elegant, insightful, and persuasive blog posts. They also demonstrate a great deal of intellectual agility and originality in their collaborative, digital work.

7. From 3 and 4, teachers do not know that the "term paper" teaching in which they are engaged is in fact the teaching best-suited to their students' futures.

8. From 5, 6, and 7, it seems likely that digitally-oriented, collaborative work can't be ruled out as a form of teaching that isn't best for students' futures, and at the very least, it seems like it can obviously function as a way to practice certain important skills.

9. From 8, we should re-orient teaching to de-emphasize things like term papers, and emphasize things like blog posts and digital media creation/criticism.

So like I said, that's the argument. I'm being as charitable as I can be, but obviously it's got some holes in it. For instance, 9 and 3 seem to to be contraries (thought probably not contradictories), because if we have reason to think a course of action is the best one, and if it is, then it seems we can know what the best course of action is. There's also the inexplicable move from "students enjoy/demonstrate skills while doing X" to "X is probably a good way to teach", that seems to rely on some form of "If X is an easy way to teach, then it's a good way to teach."

Some of these problems might be Davidson's fault -- she's an English professor, not a philosopher. But I'm willing to bet that most of it is just Heffernan's being sloppy.

Still, I didn't write this post just to cast aspersions. I wanted to talk about why I think that the discussion that Heffernan is attempting to have in her piece is profoundly misguided. I think that the arguments presented rest on the idea that literary thinking, skill at writing, and all the other wonderful things we try to teach students, is fundamentally the same whether they are writing a blog post or writing a term paper. In other words, the skills that are being taught are the same, and what changes is the way in which they are acquired.

Now this might, at first blush, seem to be contraindicated by Heffernan's own words:

The new classroom should teach the huge array of complex skills that come under the heading of digital literacy. And it should make students accountable on the Web, where they should regularly be aiming, from grade-school on, to contribute to a wide range of wiki projects.

She expressly says that it's an entirely different set of skills, whereas I'm saying that she believes that they are essentially the same skills. Clearly, the burden is on me to demonstrate that I'm not just putting words into her mouth. I think that she and I are using the word "skills" in two different ways, here. She is using "skills" in a narrow, precise sense: the skill of putting together a Quicktime Video, for instance, or the skill of composing a jingle. I am using "skill" in a much broader sense -- as referring to certain types of general aptitudes: argument, logic, rhetorical persuasion, grammar, and so forth. When I talk about skills, I am talking about the sorts of things that are contrasted in this sentence:

After studying the matter, Ms. Davidson concluded, “Online blogs directed at peers exhibit fewer typographical and factual errors, less plagiarism, and generally better, more elegant and persuasive prose than classroom assignments by the same writers.”

The "skills" here are putting together an elegant sentence, being persuasive in writing, having original ideas, mastering grammar, etc. And the same skills that are not demonstrated in term papers are being demonstrated in the "digitial media" work that is under discussion.

So that's why I think that this argument is, fundamentally, one about how we should go about teaching some one, important set of skills.

I just happen to also think that it's a mistake to think that term papers and blog posts (a term I use as shorthand for a whole range of digital work of the kind argued for in the article) are teaching the same skills.

Forgive me while I switch into analogy mode for a second. I find this a very persuasive way to make points.

Term papers don't teach grammar and writing, any more than marathon training teaches you how to move while remaining upright. True, marathon training is a type of moving while remaining upright, but it's a very specialized type, and you can't really engage in it until you've mastered the basics of walking and running. And once you do, it's an entirely different kind of movement. And it's not just learning how to perform some repeated movement, but how to approach the entire race: running twenty some-odd miles is a single action, and it has a beginning, a middle, and an end. In marathon training, you don't learn to run, but how to run a really long distance. In this way, marathon training is imparting a fundamentally different skill than, say, training for the 100 meter dash.

Anyone who tries to teach someone to run by teaching them how to run a marathon is asking for trouble. First you learn to walk, then you learn to run a few meters. Then once you've got that down, you can start learning the intricacies of sprinting, or the intricacies of long-distance running. But if you can't run to begin with, well, there's no point in more specialized training.

There are similar points to be made about writing. Before you can write a term paper, or even a decent blog post, you have to have command of the rules of grammar; you have to understand what it means to put a single idea down as a sentence. That students are (supposedly) able to do this in blog posts (again, I'm using that term as a proxy for a whole host of performances) is evidence that the students have mastered the basics.

But writing a term paper isn't about mastering the basics. If writing a sentence is about getting a thought down on paper (and I think it is), it's about getting a very small thought down on paper. Students in their early years learn to write things like "I enjoyed going to Disneyland" or "The leaf is green." These are small thoughts.

Learning to write, say, a two or three paragraph essay/blog post is learning to write a medium-sized thought. But the important thing about the project isn't learning to write the thought -- if you can write the sentence, you can write the essay. The important thing about the shorter project is that you're learning to have the thought. The writing is the easy part; it's the thinking that's hard.

That students write great blog posts, or that they can put together great five-minute satire, tells us two things: (1) They've got the basic process of translating thought into media down; (2) They've got pretty good skills at having medium-sized thoughts.

Term papers, on the other hand, are exercises in BIG thinking. A twenty-page paper requires that a student have an extended thought -- one that requires twenty pages. A fifty-page paper requires an even bigger thought. And a book requires a goddamn lot of thinking: the book itself is a record of the very, very, very large idea that the author possessed.

But if students aren't any good at big thinking, then when they are asked to write a term paper, they're going to crash and burn. Even their grammar will be awful. This is to be expected: when you ask someone who can run 100 meters to run a marathon, they become unable to even so much as stand up after a while, let alone walk, let alone run the 100 meters that they've been able to do so well before.

So term papers are really exercises not in writing, but in thinking. They are demonstrations of the ability to think an extended thought -- an argument that has more than two premises, or that synthesizes more than a handful of evidential propositions. Big thoughts are hard; they are conglomerations of propositions and speculations held together by the laws of logic and evidence.

That Ms. Davidson's students write terrible term papers doesn't mean that the term paper is a bad teaching tool; it means that the students don't have the capacity yet for thinking that sort of big thought.

And they aren't going to get it writing blog posts. They're only going to get it by having a teacher walk them through the process of liking their thoughts together in ever-larger assemblages. They're only going to acquire that skill through practice and instruction in that particular skill.

Davidson (or Heffernan) isn't really arguing that we should teach the same skills with different methods; that's just what they think they're arguing for. What they're really arguing is that we don't train marathon runners, that we become a nation of intellectual sprinters, content with our short little bursts of clever, well-formed prose.

Which may well be right; that might be the best course of action. Maybe we should stop trying to think big, extended thoughts and focus on the fast, the punchy. But what we are presented with is not an argument for that course of action, but a mere proclamation that we should stick with sprinting, since we seem to be good at it.

Philosophy Joke: Low-Hanging Fruit

So I fully admit that this is sort of an obvious joke for philosophers, and I have doubts that I'm the first to come up with it. But I'm claiming independent invention. I made this up while I was working on a paper today. Here it is:

Luke Skywalker is sitting in the swamp reading some action theory. He scratches his head, puzzled, and looks over at Master Yoda, who is cooking some beans.

"Master Yoda...", whines Luke, "I don't quite understand. When is it that I actually do something? I mean, if I start to Φ, then I haven't Φ-ed, yet, so I'm not really Φ-ing. But if I stop Φ-ing, then I'm not Φ-ing any longer, I've only Φ-ed. How do I Φ?"

Master Yoda looks over and says, "Told you this already, I have. Do, or do not. There is no Φ."

I'm here every night...

Differentiation, Again

There's a discussion going on at Joanne's about differentiation again, inspired by this witty little essay about how "differentiation" is the new magic buzzword (cf. "diversity").

I find some sympathy with the article's main points, I actually don't have a problem with the notion of differentiation itself, but I am opposed to it insofar as it is ever going to be practically implemented. (In this way, you might think that my opposition is similar to my opposition to communism, which would be great IF everyone were saints. But they aren't, so...)

I wrote a little while ago about the wide variance in human ability. There, I proposed not just tracking through classes, but opening entirely different kinds of schools to deal with different types of students. Now, obviously that's a resource-intensive solution.

Let's say the budget's strapped, there's no more cash, and you have this wide variety of student ability and only one teacher, one classroom. You're going to have to use "differentiation" -- it's just not practical to have separate classes because you can't afford that many teachers. What are your options?

Let's say you're teaching a geometry class. That's what the schedule says, and that's what you're being paid for. The powers that be have sent you two students, the first (let's call him Johnny) with a 3rd grade math ability, and the second (Timmy) with a 9th grade math ability. They're both in your geometry class.

The teacher has three options, as I see it:

First, the teacher can teach the geometry class to the Timmy, and more or less ignore Johnny, who's not going to understand a damn thing. Timmy will get an A or a B, most likely, and Johnny will just fail. Granted, he shouldn't have been in the class to begin with, but times are hard and this is the classroom that had an open chair.

Second, the teacher can teach a remedial math class. Johnny, if he works hard, will get a B or a C, most likely, and will develop his math abilities perhaps as far as 6th grade math. This is a great outcome for Johnny. Timmy will either get an easy A or an F, depending on whether he decides to revolt in his boredom or not.

Third, the teacher can "differentiate" -- teaching geometry to the Timmy, while running Johnny through a remedial math program. This requires a lot more work from the teacher, but hey -- times are hard and this is the job that's available. And maybe the teacher can pull it off with skill and aplomb. Maybe both the students get A's or B's, or at least C's.

Now the problem: The second and third cases both result in grades being given for a class called "Geometry" that in no way reflect the student's accomplishment in geometry. In the second case, both grades are effectively fraudulent. In the third case, only Johnny's grade is fraudulent.

I'm not a fan of fraud. Frankly, I prefer good, honest robbery. SO what's our solution, given that times are hard and we can't afford more teachers and more classroom space?

I should think it obvious. Have the teacher just teach two classes at once. Put both students in the teacher's classroom at the same time, but enroll the second student in geometry while you enroll the first student in remedial math.

There's no rule that says the classroom has to be the class. The class is just a curriculum, the teacher, and the students following it. There's no reason two different classes can't occupy the same spatio-temporal location.

And if you call the courses what they are, well... you're not committing fraud anymore. And I think that's a good thing.

This is obviously not what I consider an optimal solution. I prefer heavily tracked classrooms and even schools, as I said. But I also admitted above that my preferred solution costs money, and if we aren't going to pay for the best, let's at least do the best we can in the world of the possible.

A Quick Note About the Blog Title

A lot of people I talk to in real life mistakenly think the name of this blog is "Higher-Ed Intelligence". It's not.

It's "Highered Intelligence", six syllables (five if you really press the dipthong), not seven. It's supposed to be a pun on "Hired", as in mercenary and "Highered", as in a made-up word for "Made Higher." After all, if you're going to hire intelligence you'd want to hire the most highered you can find, no?

The fact that it is a triple pun (visually/orthographically) on college-level education, well, that's gravy.

Thoughts on the Atlanta Cheating Scandal et al.

It's all over the news, so I'm not going to bother linking to any specific discussion. I just wanted to share a few only-semi-connected thoughts:

Thought #1: I've had occasion to tell a student or two a variation on the following: "If you put as much effort into actually reading your book as you did into trying to cover up the fact that you copied this paper from the internet, you'd have been able to write it yourself." This goes for teachers, too. If they spent as much time TeaCHing as they did CHeaTing...

Thought #2: In a just world, students who lie or cheat in college would be expelled without question (see this discussion of UVa's Honor Code and the recent Perkins dust-up). High school students would be given F's and suspended.

And teachers would be fired, having their credentials revoked by the state.

There's enough outrage flying around that the latter may actually happen, but I wouldn't count on it.

Thought #3: Teachers who knew about this and said nothing are moral cowards who should be ashamed of themselves.

Thought #4: Corollary to Thought #3 -- it seems likely that there are very few people in the affected districts who aren't moral cowards.

Thought #5: Corollary to Thought #4 -- given that behavior like this isn't likely to be limited to just a few high profile districts, it seems likely that there are very few educators in this country who aren't moral cowards.

Thought #6: There's going to be a temptation to chalk this up to a few bad apples -- probably people closer to the top who can be excoriated without having to actually inflict any substantive penalties. It's not a problem of a few bad people. It's a problem of widespread moral cowardice, of institutionalized workers "going along to get along", and the hell with what's morally right.

There's a very famous saying that gets abusively misinterpreted: "You can't legislate morality." It's often thought that the saying is about how one can't really pass laws about moral issues. But really the quote is an insightful one about human nature: passing laws doesn't make people into better human beings: morality in the population is what gives laws their force, not the other way around. So we're not going to be able to address the root causes of scandals like this by passing laws, or putting in place new policies, because it's not policies that are the problem. The problem isn't that we're not watching teachers and administrators carefully enough.

It's impossible to watch them all the time.

But it's not impossible that they should watch themselves all the time. And that's what we need: teachers (and citizens generally) who understand that they must speak up, they must take a stand against what is wrong.

Much like actually enforcing penalties for misbehavior leads to having to deploy those penalties less often, a population with the courage to stand up and say, "YOU! You're misbehaving and I won't tolerate it!" finds itself in the happy circumstance that people have to stand up and speak out less often.

Thought #7: Corollary to Thought #6 -- The individual sense of moral responsibility is stronger when one considers oneself as a member of a community: whether a church, a town, or a nation. The sense of belonging can help give others the courage to stand up and say, "You're betraying us all!" I have a nagging suspicion that multiculturalism, while no doubt wonderful for many reasons, erodes the sense of community unity needed for the public enforcement of moral standards. In a "culture" with no solid, unified foundation other than law, only the law will serve to regulate behavior, and that is insufficient to the task.

Thought #8: Moral cowardice isn't the only thing to blame for the cheating scandals. Laziness plays a part, too. Enforcing standards is hard work.

In conclusion: I wish I had a solution, or even an overall point. I don't. I just have a vague sense of unease about the future of our country, and a worry that two months from now this will have all been swept under the rug in the name of convenience and not wanting to make a fuss.

Who says it's easy?

Via InsideHigherEd, a survey that shows that we're overwhelmed with A's these days in colleges.

The statistics are one thing -- 40+ percent A-grades is a mere numerical fact. Some editor gave the article about the study the title "Easy A" -- but who says it's easy? Maybe 40+ percent of the students are really just that good. (I know... I have trouble saying it with a straight face, but bear with me.)

Of course, if the point of grading is differentiation rather than threshold-signalling, you're going to want finer criteria. That is what the study authors believe, by the way -- they say as much:

It is likely that at many selective and highly selective schools, undergraduate GPAs are now so saturated at the high end that they have little use . . . as an evaluation tool for graduate and professional schools and employers.

Which brings us to this tidbit, quoted from the study:

"When A is ordinary, college grades cross a significant threshold. Over a period of roughly 50 years, with a slight reversal from the mid-1970s to the mid-1980s, America’s institutions of higher learning gradually created a fiction that excellence was common and that failure was virtually nonexistent," they write. "The evolution of grading has made it difficult to distinguish between excellent and good performance. At the other end of the spectrum, some students who were once removed from school for substandard performance have, since the Vietnam era, been carried along. America’s colleges and universities have likely been practicing some degree of social promotion for over 40 years."

Here's the study's conclusion summary:

Conclusions/Recommendations: As a result of instructors gradually lowering their standards, A has become the most common grade on American college campuses. Without regulation, or at least strong grading guidelines, grades at American institutions of higher learning likely will continue to have less and less meaning.

That's an empirical claim you see there: instructors have gradually lowered their standards. Have they?

Maybe. It may be true that common excellence is a fiction, that grades are inflated, and that the A's that are so liberally distributed aren't actually tied to superior quality work and achievement. But the mere grade numbers by themselves don't prove that. You need to do comparisons not just of grades, but of the work produced by students -- and that would require controlling for certain types of variables like changing curricular design (say, more of an emphasis on specialized, narrow-focused courses over the last few decades, which could affect student work).

Don't get me wrong -- I'm inclined to think they're right. But this is supposed to be a scholarly study, and it seems sort of slapdash, at least what I've read of it.

What exactly are they doing in school?

Let me start with a caveat: I know my own experience is not generally applicable, and that I shouldn't use personal anecdotes as a basis for setting policy. As legions of very smart people have told me time and time again, I don't count. I accept this.

That said, I was struck by a sentence I read this morning over at The Chronicle of Higher Education. This post isn't about that article -- it's just about the sentence. Here it is:

Many Americans learn at a two-year college most of what they will ever learn—in a formal setting, at least—about writing, critical thinking, the history of our culture and civilization, the environment, and human behavior.

I suppose this sentence is almost trivially true for certain values of the word "Many", but the implication is for a reading where many means something like "Lots -- more than you might think", not just "more than one or two."

Anyway, I was looking at this sentence and I found myself wondering, "What the hell did they learn in high school?" I learned most of my math in 6th grade and 9th grade. I learned most of my science in 7th and 8th grade. I learned most of my history in 7th grade and on my own, and I learned most of my reading/writing/critical thinking in grades 10, 11, and 12.

That's not to say college didn't matter. I learned a great deal in college and sharpened many of my skills there. But if what Rob Jenkins is saying is true, and two years of college is where "many" students learn most of their writing, critical thinking, and history, I'm forced to ask:

What the #%$&@!? were these people doing in high school? Or even in junior high? What the hell were 12 years of formal schooling for if most of what's important in an education is going to be delivered in two years?

Now, one easy answer is that Rob Jenkins is simply wrong. He's overstating his case in a rhetorical effort to justify his existence.

But even if that's true -- it's well-established that many students heading off to "college" require remedial work. (See here, here, here, and here just for a few examples.) As a graduate assistant who spends a large chunk of his time grading undergraduate papers, I know well what is considered college-level work these days; it's not always terribly impressive, and some of it is downright embarrassing for anyone with half of a sense of shame. (In my students' defense, some of it is quite good!) And I can only grimace at what must occur at the remedial level. (I otherwise fully confess my ignorance of what is covered in these classes.)

But students are sitting in chairs for 12 years. Twelve years. You can do a lot in twelve years. You can get two PhD's, if you're really on top of things.

What is happening in those twelve years?

I don't mean this as a rhetorical question, nor as an indictment of the "school system" (as if we had a uniform school system). I'm not concerned in this post with the intractables or the schools filled with criminals and whizzing bullets. Presumably those are completely separate problems. I mean my question as a literal, interrogative question about the students who are, we should think, "successfully" taught.

Time and money are being spent and diplomas are being delivered. There's something being done.

What is it? Because it's clearly not analytical writing skills or logical fluency. (And maybe it shouldn't be.)

If we can figure out what it is we're actually doing -- and I feel like this shouldn't be that hard -- then maybe we can figure out how to do what we want to do, if it turns out that's something different. But twelve years is a lot of time. I find it hard to believe that it's being totally wasted.

But on what is it being spent?

Sic Semper Tyrannis

Note: That's an ablative plural Tyrannis up there, not the traditional dative (although they look the same, down to the long vowel). I mean to say something less like "Thus do we always render up to tyrants our vengeance" and something more like "Thus always is the manner of the tyrants." It's meant as a warning not to the tyrants, but to the populus. Please enjoy the rest of your post.

What the hell is up with laws that have waivers in them? From Education Week, I learn:

Duncan, who predicts 82 percent of schools will be labeled failing this year, has declared the law broken. If Congress does not rewrite it, he has said he will grant waivers to states to bypass its key components.

The Council of Chief State School Officers, (which now represents all states but Texas), plans to lead an orchestrated effort to flood the department with waiver requests that would allow states to use their own accountability models, which would be based on a common framework.

Kentucky is out in front on this, and already has asked for permission (unlike the Idaho way of ask-forgiveness-not-permission) to use its own accountability model.

Duncan & Co., who so far have refused to articulate their waiver plan, are at risk of losing control of this debate over what happens to NCLB in the interim.

Let me back up. There's a very famous quote of which many people -- particularly but not exclusively those moderns who call themselves "progressives" -- are excessively fond. It reads thusly:

The law, in its majestic equality, forbids the rich as well as the poor to sleep under bridges, to beg in the streets, and to steal bread.

I've always had a sort of ambivalent appreciation for this quote. On the one hand, Anatole France has a point: when you're prosecuting people who sleep under bridges and steal bread, you're pretty much deciding to prosecute poor people. On the other, you're prosecuting them for an action, not merely because they are poor. No one is going down the street and saying, "Hmmm. You look poor. You're probably the sort of person who is going to sleep under a bridge and steal bread, and that's trouble, so we're going to arrest you for being poor." (Actually, the authorities do do just that, with vagrancy laws and startling regularity, but that's a separate issue that I'll discuss on another distant day.)

The reason I'm ambivalent is that I don't object ex ante to laws that outlaw activity, but I do object ex ante to laws that outlaw identity. In other words, I'm a fan of Equal Protection. If a law says "Black people need to ride in the back of the bus", well, supporters of the law could argue (pathetically) that the law is applied equally to whites and blacks: everyone is equally subject to the law, after all. It just has differential outcomes for different groups of people.

Of course, the differential outcome here, unlike in the case of vagrancy and theft laws, are written into the law. And that's what makes the law a bad law. The vagrancy law isn't a bad law on its face; it's just that when put in full context and coupled with biased enforcement, it becomes something nasty.

Anyway, here's what the NCLB Act says:

`(a) IN GENERAL- Except as provided in subsection (c), the Secretary may waive any statutory or regulatory requirement of this Act for a State educational agency, local educational agency, Indian tribe, or school through a local educational agency, that —

(1) receives funds under a program authorized by this Act; and

(2) requests a waiver under subsection (b)

In case you were wondering, the restrictions in section (c) aren't restrictions on how the Secretary is allowed to exercise his discretion in granting waivers, but rather restrictions on what parts of the law he is allowed to waive.

Think about a similarly crafted murder statute:

(a) IN GENERAL - Except as provided in subsection (c), the Sheriff may waive application of this homicide statute to any person who:

(1) is subject to prosecution under this act; and
(2) requests a waiver in writing

Would you feel safe, being protected by such a law? What if it were a law that forbade driving a gas-powered vehicle (for the environment, of course)? Using incandescent light bulbs? Gas for me and my friends, says the Secretary of Energy, but bicycles for you. Warm, solid light for our homes but flickering, cold light for thine.

The very idea that a law has a provision for waivers built into it is dictatorial, and a blatant violation of Equal Protection -- not in the "discrete and insular minority" sense (that would be a question of a challenge against enforcement and application of the waiver provisions), but rather in a very fundamental "This law on its face does not apply to every citizen equally, though we'll have to wait and see who gets screwed" sense.

Sic Semper Tyrannis: Gold for me, but not for thee. Freedom for me, but not for thee. Differential treatment under the law is the cornerstone of tyranny and dictatorship.

Obviously, this is just as applicable to discretionary waivers of Obamacare or waivers of any other program. If your law sucks so badly that you need to be able to waive its application, rewrite the damn law.

Transferrability and Reputation

Over at Instapundit, I find the following link and short comment:

HIGHER EDUCATION UPDATE: Despite Faculty Opposition, CUNY Board Votes to Standardize Some Requirements and Streamline Transfers. I don’t see why transfers should be easier among colleges and universities in general. I think it’s absurd that you can switch institutions and lose a big chunk of your credits.

I agree with the Blogfather on most things, and I'm not 100% certain he and I really disagree here. But there's the possibility that we disagree, and I want to explain why.

Prof. Reynolds assumes, like most people who argue for easy transferrability, that classes among various universities are more or less fungible, that one intro course in psych is more or less like any other.

Except it isn't, and the assertion that all intro psych courses are created equal is facially absurd once one takes ten seconds to think about it.

An intro psych class at John Miller Community College outside Portland, Maine, (were there such an institution) is unlikely to be the same as an intro psych course at Harvard, and both are likely to be different than an intro psych course at Cal State Fresno. That's not to say that Harvard's course is going to be better, mind you, merely because Harvard has more "prestige". It may well be worse. But they're going to be different.

When you get a degree from Harvard, you're getting the University's endorsement of your curriculum, of your academic accomplishments. Same thing when you graduate from UC Davis or from Florida State. They can give that endorsement because they know (more or less) what their own professors are teaching, what sorts of performance are required in their classes, and what the grades in those classes actually mean.

One of the reasons that a Yale degree is "worth more" than a degree from Millertown JC is that it's widely recognized that classes at Yale are harder and demand more of a student. (Not more effort, necessarily, but a higher level of performance. Nor is it necessarily true, mind you -- merely recognized as such.)

I'm not arguing that the information regarding the actual values of diplomas is perfect; it's a mess. But institutional reputation means something, and the free transferability of classes undermines an institution's ability to control the quality of its graduates, to effectively vouch for their learning and performance. If Yale has to accept credits earned at Cal State Fresno, the end result is going to be a lot fewer transfer students accepted from Cal State Fresno. (Let us have assumed, for sake of argument, that there were any such students to begin with.)

Now it's one thing to say that a single unified University system like CUNY, or the UC's, is going to standardize its degree. That's fine, and I applaud it, even. But you have to understand that when you standardize a degree among multiple campuses like that, you're eliminating the differences between the campuses: you're standardizing the value of the diplomas, too. It's no longer a question of getting a Baruch degree, or a Hunter degree -- what you're really getting is just a CUNY degree. And the faculty know this. From the linked Chronicle of Higher Education article:

The University Faculty Senate has issued several resolutions opposing the proposal, which it said would undermine its authority to determine the curriculum and maintain a unique academic identity on each CUNY campus.

It's not merely about "identity" -- it's about reputation. This could have some serious consequences for the "flagship" campuses of many systems. If I can take all my UC Riverside courses and transfer to Berkeley, then the sole differentiating factor between my Berkeley diploma and my friend's Riverside diploma becomes the fact that I was able to get admission to Berkeley. (To be fair, many people argue that this is the primary value of colleges anyway. See this discussion.)

That's not to say that credits shouldn't be transferable, or that you should have to start over from step one at every new school you attend. But I don't think, as Professor Reynolds seems to think, that it's "absurd" that you should lose a big chunk of your credits. I think it depends greatly on where your credits were earned, and what the administration of your new university thinks of the faculty from whom you earned them.

What Grades Mean

Much like diplomas (see discussion in this post), grades are carriers of information. They represent a type of evaluation. Unfortunately, much like words, they often mean very different things to different people. This leads grades to be an imperfect indicator of a student's academic achievement, which is why standardized tests are so popular: whatever a 2080 SAT means, it means the same thing for everyone. That is a huge advantage not to be dismissed lightly.

A discussion about what's "above average" at Joanne Jacobs' site recently segued into a discussion about grade inflation, and one of the regular commenters there, Sean Mays, made the following observation:

C is a penalty grade now, has been for some time.

Now, I don't think it makes sense to talk about what a grade "is" in some unified objective sense -- other than to say that a grade is a letter, a bit of language, and an evaluation. There's a difference between what a grade is and what a grade means, and sometimes I think that our use of language, while what we really mean is clear enough, can cloud the issue. So forgive me for being nitpicky -- I just want to be precise.

Anyway, Sean Mays is absolutely right in spirit: an awful lot of people see a "C" as a "penalty grade". I get students all the time who get, say, a C+ on a paper, and they come to office hours slightly indignant and ask, "But what did I lose points for?" They're flummoxed when I tell them they didn't do anything wrong at all, but that the things they did right were just uninspired, rote, and merely adequate. They demand to know what "mistake" they made to deserve such a grade. When I try to point out the very obvious differences between some exemplar "A" paper and the paper that they turned in, they continue to assert that they didn't do anything wrong.

Clearly Sean Mays has bugged my office.

This all leads me to suspect -- these are just suspicions and I stand ready to be corrected -- the following about the junior highs and high schools where these students learn their grading-response habits:

1) I suspect that it's assumed (a la Michelle Pfeiffer in Dangerous Minds) that everyone starts out with an A. The A is yours to lose, as they say.

2)I suspect that it's thought that a student must make mistakes to lose points, otherwise the student gets to keep the "A". Other grades -- B, C, D, and F -- are, as Sean Mays says, penalties imposed for saying something other than the "right answer".

3) I suspect that, in line with #1 and #2 above, grades are seen by students as a sort of mechanical "response" to a performance by the pupil, rather than an evaluation by the teacher of the student's work. The student mindset does not seem to admit of the possibility of a grade being a judgment -- it's an automatic reaction to an approved stimulus, and if the student performs properly, he or she is entitled to the grade. As a side note, a lot of people probably see this model of grading as a net benefit, and think that something as important as grades shouldn't be subject to individual proclivities and opinions.

People do sue over grades, suggesting that they feel as if there is an entitlement to them after certain types of performance (examples of litigation here and here and here). It makes sense that, in the face of such an attitude, schools might play along and remove the individual teacher as much as possible from grading. (For a discussion about how the importance of grades warps the educational setting, see my guest-post at Joanne's blog here.)

4) Likewise, I suspect that there are administrative practices in place that reinforce the notion that if the student believes that he or she has performed the appropriate stimulus, any grade other than an "A" must be the result of individual teacher bias: the teacher doesn't like me, doesn't like boys, doesn't like white people... whatever. My suspicion (and it's just a suspicion) is that high school and junior high administrations cater to this sort of view by pressuring the teachers to give certain types of grades, by overruling teachers' grade decisions when there's enough squawking, and generally creating opportunities to reinforce the view that the teacher is wrong about low grades that are given.

As I said, these are just suspicions based on the products that are coming to me from high schools. And I'm no doubt getting a slanted view, as my "evidence" consists entirely of college-bound students. But if my suspicions are even on the right track, then what a grade means for many teachers and students in junior high and high school is very, very different than what a grade means to a number of college professors and instructors.

Are grades "supposed" to differentiate between different levels of threshold success? In other words, if the assignment is, "Perform some music", do both the person who bangs out "Happy Birthday" on the piano and the person who composes and conducts an original symphony get an "A"?

I'm not just talking about Grade Inflation, though certainly that's a related topic. I'm talking about whether grades are actually capable of, and intended to be capable of, marking a difference between mere fulfillment of the assignment and some true achievement of excellence. As I said elsewhere, the variety of human ability is quite large; we might think that our evaluative tools should be appropriately sensitive to those variations. I'm getting the distinct impression that we're moving away from such sensitivity.

Grades mean things, but they don't mean the same thing to all people. As with much else, our ability to use them in fruitful and productive ways as a society will depend in great degree on our collective ability to be clear and explicit about what we're doing.

High School Level Math: What is it?

There's a pretty decent discussion going on over at Joanne's about an EdWeek article that recently came out, itself about a study that recently came out about "dyscalculia". Now, this isn't anything new. I remember blogging when this same issue came up back in January of 2003, although at the time it was something that schools were facing in Italy. Now it's a 10-year study in America (which means the study had started back in 2001 -- so maybe it wasn't just an Italian thing back then).

But that's not really what I wanted to talk about. That's just by way of introduction. Some of the comments over at Joanne's site have suggested that maybe this dyscalculia thing opens the door to a way to get rid of the Algebra I requirement for a High School Diploma. Which left me thinking:

What exactly does a high school diploma stand for, in terms of mathematics?

We know what various exit exams call for -- and it's something on the scale of complex arithmetic with fractions (see the study guides for California's test here). Ostensibly, tests such as the CAHSEE cover Algebra I and Geometry; but it's usually non-logic-based Geometry (i.e., it's just calculations of the kind you do in 6th and 7th grade, not proofs and theorems) and the threshold for passing is pretty low; it's not clear that you actually need to know Algebra at all to pass them (I'm sure some states have stricter standards, but I'm also sure some states have lower standards).

So what is high school level math? What degree of proficiency should a high school degree convey? Or should it merely be a marker that someone sat in a chair for X number of hours studying some kind of mathematics?

Because that's kinda what it is right now, I am afraid. For what follows, I'm going to use the California exit exam as my whipping boy; I want everyone to know that I recognize I'm picking on one particular test, and that other states might have better measures. (Some might have worse.)

So the exit exam helps, some, with pinning down what counts as high school math. If it's on the test, then it's high school math, right?

Well, not quite.

If they were serious about it, they'd have each section graded (and passed or failed) separately: Arithmetic, statistics, geometry, and Algebra. Strength in one area wouldn't be able to overcome weakness in another, and a passing grade wouldn't be 350 out of 450, which sounds impressive until you know that the lowest possible score is 275, making the passing score essentially 75/175, or around 42%. I should note that this is a "scaled" score, so it's not as if getting 42% of the questions right means that you passed; it's closer to 53%, or at least that's what I got after running a weighted average on Table 4 of this 2010 scoring document.

But it's also a multiple choice test where you can guess. FOUR-ANSWER multiple choice, for that matter. Here's a math problem for you:

Let's say there were 80 questions, and you needed to get 43 of them right to pass the exam. Let's assume that you can get 25% of the questions on which you guess right without knowing the material. Holding that guess-yield rate constant, how many questions would you actually need to really know to pass the test?

Answer:
Let K=Number of questions really known, G=Number of Questions guessed

We have two equations:

K + G = 80
K + .25G = 43

So: G=80-K
So: K + .25(80-K)=43
So: K + 20 - .25K=43
So: .75K + 20 = 43
So: .75K = 23

K = 31 (when rounded up).

31 questions out of 80. If you know 39% of the math on that test, you know enough "high school level math" to get your diploma.

Why am I going over all this? For exactly the same question I was asking the question above: just so we can all be clear about what it is a high school diploma actually means with respect to mathematics knowledge, if it means anything at all.

Which maybe it doesn't.

And maybe it shouldn't.

But we need to be clear about it.

College For Everyone: A Brief, Terribly Unfair Field Study

Anyone who's taking the time to read this blog has probably heard about "College for Everyone" or "College for All" -- the social and rhetorical push to make sure that no one under 21 or 22 ever really commits to a career or thinks about starting up a company before they've learned about Tolstoy and taken an acting class, to ensure that the success conditions of our education system are marked by collegiate sheepskin.

As you can tell from my tone, I'm not a fan of this line of thought, and thankfully it's not gaining ground nearly as quickly as its supporters would like.

Now last night I went to a high school graduation for someone I care about very dearly. It was by far the largest, longest high school graduation to which I'd ever been, but I had good company up in the nosebleed seats of the UCI Bren Events Center and some of the speeches were entertaining. (Someone needs to think about the stress on the poor band, having to play Pomp and Circumstance while 600+ names are read.)

But something happened there that I thought was blogworthy. Knowingly or not, a member of the School Board gave a speech in which she thought she was being quite nice; I thought she was being -- taken on her own terms -- quite rude.

The El Toro High School Class of 2011 has a very large percentage of people going to college -- I forget the actual number but it was something high like 85% or so. The speaker mentioned this, and then proceeded to name about 15-20 of the most prestigious and most notable local schools: Yale, Princeton, Rice, Stanford, Biola, Chapman, and a bunch of others. Then she mentioned that a goodly portion of students were going to community college. Then the full statistic on how many students were continuing with higher learning. This was really the centerpiece of her speech: congratulating the class on how many of them were staying in school.

Then after that, after a brief digression into other topics that I don't actually remember, there was a single sentence about students who were going (this is a paraphrase quote) "on into higher learning, into the military, or into a career."

And that was it.

If you were going on to college, you got to be the focus of almost the entirety of the woman's speech. (Not that, being a high school student who's probably never even thought about the school board, you really cared about her speech.) If you were going out to die for your country, or to be a productive member of society, you got a single sentence (which felt like it was put in there precisely so no one could say that she actually ignored all those other students).

Now by itself, that isn't a big deal. I don't care so much about how many people go to college, so if someone wants to talk about people going off to college, that's fine by me. You might just as well quote statistics about the class's total weight, or how many of them have gone skinny-dipping off the coast of Japan, or how many cans were raised in the food drive (which was mentioned several times by many people).

But it was fairly obvious from this lady's tone, and the speech itself, that she was filled with all sorts of warm fuzzies for the students who were going on to higher learning, that somehow the prestige of the school's academic future enhanced the prestige of the institution of which she's a representative. There wasn't a doubt in my mind: she would have been happier if 100% of the students had been going on to college. She would have died, right there on the stage, in paroxysms of ecstasy if every single one was going to an Ivy League or to Stanford. And that sentiment was apparent in her speech (as whitewashedly political correct as the speech was).

So taken on her own terms, she was congratulating about 80% of the class on achieving something that she valued, while more or less dismissing the other 20%. Which, again, is fine taken by itself. We do things like this all the time in day to day conversation; it's called making judgments. It's what humans are good at.

Except that this isn't a graduation for the kids going to college -- it's a high school graduation, and she's a speaker at this graduation. Context matters. Let me put this in other terms:

If I bake cookies for a bunch of people for Christmas, and deliver them out, no one accuses me of not getting Christmas cookies for the people I don't know. I exclude them because I'm not going to bake 6 billion tins of bookies, and that's fine.

Now imagine that you're in a class of 30 other students. If you bring cookies for you and your best friend, then you and your best friend have cookies. If you bring cookies for you and your five best friends, you're starting to get a little cliquish, but it's still fine. But if you bring cookies for 27 of the students, and leave out the three students towards whom you don't feel as warmly, you're being rude. Cruel even. Context matters.

And if you spend 2-3 minutes talking glowingly about how wonderful it is that all these students are going on to college, if you go through all the attention-giving trouble of naming a lot of the schools, and then dismiss 20% of the class in a sentence, at their graduation and right in front of them, you're being rude. You're telling them they're a disappointment (which I don't think they are) and that if they weren't part of the class, if the college percentage was higher, you'd be happier. Which might be true, but is a terrible thing to say to someone at their graduation.

She wasn't really giving out cookies -- as I said, I don't think anyone really cared what she thought. But she thought she was giving out cookies. And she didn't give them to around 20% of the class.

Now I'm being somewhat unfair -- I don't know what was going on in this woman's head, and I'm only making the best educated guesses I can about her inner motivations. Maybe she doesn't actually think that everyone should go to college, and she just isn't a very good speaker who conveys ideas she doesn't actually hold. But sometimes an act is rude whether or not you intend it to be rude -- not always, I think, but sometimes.

This is one of those times. And someone who is a professional in education, who is in a position of authority such that she's asked to speak at a graduation of a number of students it's unlikely she's ever met (which, to be fair, is what school board members do!), should know better anyway. And my suspicion is that this is being repeated at other fairly well-to-do school districts around the country.

Accountability and Standards: In Which a Prediction is Vindicated and I Clarify My Views

There's an opinion piece by a Professor James Alexander (Kentucky Wesleyan) that was written in April, but which I just got around to reading this morning. The piece isn't remarkable for its conclusion: it's essentially a "me too" to Ravitch's latest round of arguments that it's not teachers that are to blame for whatever education problems we're having, and that research shows that the big elephant in the room is "out of school" factors: poverty, parental engagement, and time spent on homework.

One of the things that has confused me about Ravitch and company's recent set of arguments is that I wasn't actually aware that people were blaming teachers for poor educational results. I've a long history of complaining of poor teachers myself -- Lord knows I've had my share in my education -- and I've often argued that we should want to increase our "teacher quality" -- by which I meant that we should want the brightest, most capable teachers possible with the greatest enthusiasm and expertise in their fields, instead of settling for the often second-rate intellectual talents that we do. But one thing I don't think I ever did was say that the problems facing of our worst public schools (primarily, but not exclusively urban schools) and the widespread functional illiteracy of many of our students was the fault of poor teachers. And I didn't think anyone else was saying this either. Indeed, while I've often been critical of accountability testing, I've always understood that its usefulness was not in identifying our "problem" teachers, but rather in preventing a very specific type of educational fraud: the "everything's fine here's your high school diploma even though you can't read it" fraud. I didn't like NCLB when it came out, and I don't like it now, but I never thought it was somehow supposed to find the "bad" teachers. It was, I presumed, simply designed to prevent our pretending not to see that so many of our schools and student populations were actually in serious trouble and not everything was fine.

Apparently I've not been paying close enough attention, because a lot of very smart people seem to think that "poor education is the fault of teachers" really is the argument to which they must respond.

You'd think I wouldn't be surprised by this: I saw it coming. On December 21, 2002, at the old version of my blog which exists no longer, I wrote the following, which I redact somewhat because I was less temperate in my younger days:

STANDARDIZED TESTING: I just came from reading several posts over at No. 2 Pencil. I have these thoughts. The standardized testing craze isn't going to fix our schools. It isn't going to give us better teachers, make schools more accountable, or make our children any better educated. If anything, it's going to take time away from education.

What the standardized tests that have sprung up like dandelions will dohttp://www.blogger.com/img/blank.gif, however, is allow us to see how pathetic our schools are. * * * * What standardized testing may do is take away our ability to hide from our failure.

But then what? What do we do once we are faced with the God-Awful truth that we have failed thousands and thousands of children? How do we recover from something like that? How do we make it so that the children of the ignorant do not continue the cycle?

These are the questions which will face us, and for which we must have answers when the standardized testing has passed its course. I fear that people will simply demand more and more accountability, and that the "curriculum" will be reduced down to a list of things that must be taught, and innumerable tests to show that we have managed to reach our goals. (That's what El Presidente is trying to do.... set the bar low enough that everyone passes.)

What we are faced with is a drastic problem, and it may take something quite draconian to fix it - if that's what we really want to do.

So if Ravitch and Professor James Alexander are to be believed, what I feared has actually come to pass (and I apparently missed it!): we've come to the point where we're demanding accountability. But where I had imagined the response to the demand to be merely tighter curricular control, it seems like people are getting ready to scapegoat the teachers.

Look -- the teachers in this country (taken as a corps) need some work. But so does my house; that doesn't mean it's not a nice place to live. I'll advocate for higher teacher standards and an end to union control of the school-as-workplace and principal autonomy in hiring and firing and higher salaries, and I'll continue to criticize what I see as a profoundly anti-intellectual teacher culture, and point out that some nontrivial portion (not a majority but more than 1%) of our teaching force is simply inadequate to the task.

Those are issues I care about.

I just want to make sure I'm also unequivocally saying for public record that I don't think that the systemic sorts of educational failure we have in this country are the fault of teachers. And I'm puzzled by people who do.

To some extent, I suppose that the teacher-as-scapegoat route is the low-hanging fruit, something we can focus on. You know the symptoms of this kind of behavior: you're three months behind on the mortgage and you spend money you don't have on new sodding for your lawn, because that's something that's within your control; you can't pay the mortgage but you can fix the lawn. And taxpayers might not be able to fix the "real problem" -- whatever that might be -- but they can demand that teachers be fired or whatnot; and as I said, some nontrivial portion of teachers really could use some firing (unless teacher quality has soared since I was in school) so it's even easier to think that this might help. It won't, but it's easier to think that it will.

But what is the solution? As I said earlier, I think it's likely to be quite draconian, if its possible at all. James Alexander, for his part, decides to fart fairy dust:

So, I repeat, the entire enterprise is flawed. No one can fault standards as the basis of a curriculum guide. Beyond that standards, testing, and accountability form a devastating trio. It simply cannot be decreed that all students will be on grade level by a certain date (2014). It doesn’t work that way. It leaves teachers anxious and demoralized. It does the same for kids. What we need is not more tests and standards and accountability but, rather, a great societal turning.

Is that all we need? A "great societal turning"? Well, gee, why didn't I think of that sooner? Crap. It was sitting there in front of me the entire time...

Sarcasm aside, James Alexander, PhD, is right, in part. A "great societal turning" wherein all families decided to spontaneously do what was really best for their kids and all parents decided to participate in civic culture and Borders was saved from bankruptcy by the sudden renewed interest in reading would do the trick.

I'll stop here, on this ambiguously depressing note.

UPDATE: Title fixed. I have been spending way too much time on medieval logic, and wrote "Predication" instead of "Prediction".

In Which a Student of History Isn't Disturbed by Historical Apathy

Joanne Jacobs has a brief bit of commentary on and a link to yet another article bemoaning our country's lack of history knowledge. You know how it goes:

American students are less proficient in their nation’s history than in any other subject, according to results of a nationwide test released on Tuesday, with most fourth graders unable to say why Abraham Lincoln was an important figure and few high school seniors able to identify China as the North Korean ally that fought American troops during the Korean War.

I majored in a history field (Medieval Studies) in college. I took my high school history seriously. I read books on history all the time. In my work as a graduate student, I'm teaching undergrads about Medieval History and how the institutions and cultural shifts of the Ancient World were expressed in Philosophy.

I love history.

And I'm here to tell you that the sort of history most people think about when they think about how awful our students are at history is pretty much worthless. There's much hand-wringing about the dearth of "historical facts" in students' heads, as if that were important.

Now, I want to make a caveat up-front: I'm am not here advocating that students not be taught historical facts, any more than I would advocate that they not be taught literature and poetry. All of these things make one's life a better place. But I do want to try to argue that it's not the end of the world if students aren't learning them, or even if they're not interested in them. (Indeed, it would make me feel a lot better about students' not learning about poetry and history if the students were affirmatively uninterested in them.)

Let's look at an example of what people are so worried about:

Diane Ravitch, an education historian who was invited by the national assessment’s governing board to review the results, said she was particularly disturbed by the fact that only 2 percent of 12th graders correctly answered a question concerning Brown v. Board of Education, which she called “very likely the most important decision” of the United States Supreme Court in the past seven decades.

Students were given an excerpt including the passage “We conclude that in the field of public education, separate but equal has no place, separate educational facilities are inherently unequal,” and were asked what social problem the 1954 ruling was supposed to correct.

“The answer was right in front of them,” Ms. Ravitch said. “This is alarming.”

If I can digress for a moment, it's easy to say "the answer was right in front of them" -- except that the NAEP questions are generally well-written. I don't have the Brown question in front of me, but any question-writer worth his or her salt is going to have an option in there about women integrating into universities, and another about immigrants being able to enter public schools, both of which are perfectly plausible given the quote.

But back to my main point: it's not necessarily a great tragedy that few people know about Brown vs. Board of Education. I mean, really, how many people , let alone high school seniors, know about Marbury vs. Madison? That's at least as important a case, historically speaking. But no one worries that Johnny doesn't know about the establishment of judicial review just because they can't line up the case name with the concept. And that's in part because a lot of people don't care about Marbury the way they care about Brown. The reason that people want students to learn about Brown is because they value it, not because it's particularly interesting in and of itself. Really, in terms of the average American going through his or her life on a day to day basis, knowing about Brown vs. Board of Education is every bit as important as knowing the name and medical conditions of the seventh son of the daughter of Count Edward Thimblefinger, Earl of Grouse.

In other words, not very.

The study of history is the study of people, of how they react to different situations. It's basically a giant lab experiment that would be totally unethical if tried in the present, but because it's being done retrospectively, in the past, it's perfectly fine. You'd go to jail if you said, "Gee, let's drop two atomic bombs on Japan and see what happens..." and then proceeded to experiment. But looking back through the study of history, since someone actually went and did it, you can get all the data you want about it, or at least as much as is available.

If you want to know what happens to a legislature-governed people when you grant indefinite emergency powers to a unified executive, well, you can either do it (and find out) or you can look back into the laboratory of history and see what happened the last couple of times. Ceasar... Hitler...

But it's the lessons, not the facts, that are important. You don't need to be able to say that Brown vs. Board of Education overturned Plessy in order to learn the lessons it teaches: that separate schools and separate water fountains and separate theatres and separate train cars are inherently unequal, and that while people can deceive themselves, or at least put up a pretense of deceiving themselves to protect their financial and social interest, they can't deceive themselves about that forever.

Indeed, I've always been underwhelmed by Brown vs. Board of Education, and to the extent I'm interested in it, it is primarily for its effect on evidence law, which was much more revolutionary. Insofar as it relates to racial relations, far from being "the most important case of the last seven decades", the case itself is really just the "crack" of a cultural tree that was already falling under its own weight. The social attitudes were already in place for that decision and fetishizing it as some sort of momentous, earth-shattering decision gives the wrong impression of what it is the Supreme Court is designed to do anyway. The case was merely the way in which one side of an argument called the bluff of another side. And this time, there wasn't a Civil War, which there likely would have been if Brown was anywhere near as revolutionary and nation-changing as people like to pretend it is.

(A benefit of studying history: bluffs sometimes get called to disastrous result!)

Now, I'm not saying that you wouldn't get the same results (or worse) if you were asking more general questions to these high school seniors about the cultural shift to racial integration in the mid-20th Century. It might very well be worse, because most high school students aren't taught to think about history like that. They're given a list of names and dates and events and told to "learn history." They're told that it's important that they know what Brown vs. Board of Education is.

But it's not, not really. The case got decided, some law got made, and now life goes on. At best, the case is evidence for the important part of history, evidence that should be reviewed and treated with a healthy amount of skepticism with respect to any given conclusion. At worst, it's the jargonish name for a legal (and possibly ethical) principle that we attorneys use to try to win cases. Why on earth should it be some sort of moral imperative that high school students learn it?

Well, obviously the answer is in part "because the state put it down in the curriculum." And "because it's on page 243 of the textbook and the law says we have to teach the kids what's in the approved textbook." And surely there's a reason to sit up and take notice if the things we mandate by law aren't happening. (Perhaps we should sit up and notice that our laws are stupid, but at the very least we should sit up and pay attention!)

But I'm not going to get all upset because students can't tell me which products went where in the old slaves-sugar/cotton-rum/textiles trading scheme. That's just more evidence that can be used by students for drawing conclusions about Life. Sure, if I teach history, I'll teach my students about Triangular Trade, and I'll advocate that it's both interesting and useful to know about these things because of what it allows you to do in your thinking about the present. And the more history you know, the easier time you have thinking through human and societal behavior. But you could learn many of the same lessons by paying very close attention to the world around you, to the way people interact on a daily basis. And if you don't care about history, if you'd rather learn about carpentry and how to build a better house, well... I say more power to you. It's not like you won't learn history (at least the history of house buildings and flood plains) in the course of your studies. History is tied up in everything we do, in both subtle and obvious ways. You can't entirely escape history, but you can, if you wish, escape its formalized study as a distinct discipline. I don't recommend it because, as I said, I love history and I think it has greatly enriched my life; but it's certainly an option, and not an entirely unreasonable one.

I want to close with a quote from Alfred North Whitehead, recently the topic of some discussion between Diana Senechal and me:

I pass lightly over that understanding which should be given by the literary side of education. Nor do I wish to be supposed to pronounce on the relative merits of a classical or a modern curriculum. I would only remark that the understanding which we want is an understanding of an insistent present. The only use of a knowledge of the past is to equip us for the present. No more deadly harm can be done to young minds than by depreciation of the present. The present contains all that there is. It is holy ground; for it is the past, and it is the future. At the same time it must be observed that an age is no less past if it existed two hundred years ago than if it existed two thousand years ago. Do not be deceived by the pedantry of dates. The ages of Shakespeare and of Molière are no less past than are the ages of Sophocles and of Virgil. The communion of saints is a great and inspiring assemblage, but it has only one possible hall of meeting, and that is, the present, and the mere lapse of time through which any particular group of saints must travel to reach that meeting-place, makes very little difference.

The Right Expert for the Problem

A few months ago, Michelle Rhee came to speak at UCLA. One of the things that struck me about the way she was greeted by what can only be described as an extremely hostile crowd was the way that people reacted when she was asked how much teaching experience she has. She said three years, and practically the entire room groaned in disapproval. The message was clear even before one of the earnest fellows (it was a woman, mind you, on fellowship) from the Principal Leadership Institute at UCLA actually was rude enough to put it into words a few moments later: no one with just three years of teaching experience has any business attempting to make educational policy.

That night was in the back of my mind a few weeks ago when I was reading this post about the influence of Bill Gates on education, over at Joanne Jacobs' blog. Many of the commentors reflected what I think can fairly be called a healthy skepticism about Gates' qualifications to engage in the project of education reform; there was much talk about his misguided efforts, his reliance on experts. The meme is fairly common; I've heard this sort of thing about Gates before:

As much as Bill Gates knows about making money through monopolistic business practices aided by neo-liberal economics and libertarian politics, he knows next to nothing about education, and worse, he refuses to listen to experienced teachers, instead dismissing us as enemies.

You've doubtlessly heard similar criticisms directed towards other ed-reformers: "You don't have any experience in administration", or "All your experience is in suburban schools", or "Education reformers are all ivory-tower academics, not real people with real experience in teaching", or my absolute favourite, "What can you know about education? You're not a parent."

So I've been thinking the last few weeks: what exactly would "qualify" someone to be an education reformer? Thankfully, it's not like there's a major one can get in Education Reform -- or if there is, it's sufficiently ridiculous that no one takes it seriously. There's MPA programs, and EdD programs, and all sorts of other programs, but none of those seem to uniquely situate people to engage in education reform. (Which, I admit, is a vague, broad term, but bear with it for now.)

Who among us has 15 years of teaching in blighted urban schools at both the elementary and high school levels (to understand the problem), 10 years of teaching at successful urban schools serving the same populations (to understand some possible solutions), 10 years of experience in suburban schools, has done fellowships studying the education of children in other countries, has experience in on-site educational administration and finance -- but not too much experience, otherwise you become part of "the system", has been a member of teachers' unions but has never participated in their leadership or institutional activities, has 10 years of experience as a superintendent, has run a successful business, has served as the Secretary of Education, has a PhD in Child Psychology and an MPA with a focus on education, is a parent of more than one kid, all of whom are doing perfectly well?

No one, of course. And even if someone did have such a CV, it doesn't mean that their ideas would be any better than the ideas from a stay-at-home Mom in Indiana, or a second-year Junior High teacher in Seattle. Anyone might come up with a good idea. But who is qualified to judge whether an idea is any good?

I think the answer is that you are. I am. And the guy down the street is qualified. Human beings are pretty cagey creatures, and we tend to know good ideas when we hear them. Sometimes things go badly, but by and large we've been pretty successful. If Bill Gates were to come into my living room and tell me that the solution to public education's problems was shopping off the ring fingers of all the boys, and the pinky toes of all the girls, I'd be pretty sure he was off his rocker. Likewise, if Michelle Rhee were to tell me that what we need to do is turn every public school into a Spartan Military Academy, well, I'd be pretty sure that was a bad idea, too.

I don't think we do anyone any service whatsoever by making ad hominem attacks -- and that's exactly what a criticism of someone's qualifications amounts to. If Gates is wrong, then there's some premise from which he's operating that's simply false, or he's made a mistake in reasoning. If Rhee is wrong, then there's some premise from which she's operating from that is false, or she's made a mistake in reasoning. People say, "If the teachers' unions weren't in control of the schools, they'd be better." That's either true or false -- and it's probably false. People say, "Charter schools will make inner-city education better." That's either true or false -- and it's probably false. We can tell it's false by running a simple thought experiment: imagine a district with dozens of Charter schools filled with child molesting meth addicts for faculty. Clearly merely having charter schools isn't the answer.

There's no one who is an "expert" at education form. There can't be, because it is by its very nature a speculative enterprise. If you want to drill an oil well, you can call a well-drilling expert who's done it before.

But no one has ever really gotten a public school system like the one that the United States has to work before. In the first place, it's a new project, this goal to educate everyone. In the second place, you can say "Well Finland did it!" but the fact is that whoever is the expert from Finland is the expert of what works in Finland. We are not they.

That's not to say that the Finland-guy doesn't have useful things to add to our discussion and debate. He surely does. But he should be explicit as to why he thinks the things he thinks, so that we can judge for ourselves whether they are applicable to our individual situations. We shouldn't discount what he says simply because he's from Finland.

This sort of qualification-hunting and discounting that I'm talking about, this sorting through people based on their resume, is a sort of intellectual shorthand. We use it so that we don't have to parse through 10,000 different people's ideas. We dismiss people as not knowing what they are talking about because, often, that's the only way to make it through the day. Maybe that guy at my door really does have the miracle product that will make my carpets cleaner; but the fact is that I don't have the time to bother with it because I don't think he knows what he's talking about.

But when we're seriously debating issues, big, important issues like education reform, we need to put away our interpersonal heuristics. They aren't helping us. There is no "Right Expert" for the problem, and if someone is serious about throwing their hat into the education reform ring, well, merely on the basis of that qualification I'm willing to listen to what they have to say, and to see what they can do.

Gratuitious Link of the Day

As if there's anybody reading this blog right now who doesn't come here from Rachel's blog, I'm going to tell you to go read this post on teaching English. It's quite wonderful.

The Challenge of the Application-Challenged Family

Julia Steiny, you may have heard, is writing at EducationNews.Org these days. Her inaugural column was a rumination on how things could be better if only people would just care about kids (presumably the way she does). I was rather put off by the self-righteous tone, but I thought to myself, "This is someone who's been at this for a while and has clearly thought about these issues; a first column can be allowed a little egocentric indulgence and biography. It's not like I'm never self-righteous, after all. Let's wait and see what she does next. She even kinda looks hot in a Cathy Siepp-sort of way, may she rest in peace."

Well, her second column is here. Overall, I'm unimpressed. But amidst confused arguments and some possibly bad ideas, there's a glimmer of what I think is a good idea.

Probably the biggest problem I have with her column is that it undermines itself. She uses that tired expression, "left behind", to talk about seriously troubled kids whose parents don't care enough to apply to charter schools.

For now, it’s fabulous that more lucky parents are as satisfied and engaged in their child’s learning as the private-school and affluent parents are.

* * * *

(But) an unintended consequence of the otherwise-terrific choice movement is that some of the toughest kids to educate are left behind in certain regular public schools – in increasingly high concentrations.

The worse-off kids are, we are to believe, finding themselves in an increasingly perilous position as the better-off kids leave, as the "concentration" of these toughest kids rises.

On this basis, she argues that all kids should share in the benefits of school choice:

But in the meantime, states need to look long and hard at their reform strategies. Hard-to-reach families must be integrated into the benefits of the choice movement.

But that seems a very odd argument to make, given that she acknowledges that the bad situation is bad precisely because of the presence of those who are being "left behind". We know that they are the proximate cause of the bad situation because as the "concentration" of these disengaged, unsupported, suffering kids increases, the schools are (she argues) getting worse. That's not to say the kids are to blame for the bad situation, merely that they are the proximate cause of it. (If you are confused as to what I mean, imagine that a terrorist puts a bomb in my suitcase and I carry it on the train. The bomb causes the crash, and I cause the crash, and the terrorist causes the crash, but really the terrorist is the only one to blame.)

Steiny assumes that the charters aren't, in and of themselves, academically superior schools. So what exactly are the benefits of school choice? Well, the assumed academic parity suggests that the primary benefit of the school choice movement is getting away from the kids with problems that stem from the fact that their families have problems that interfere with their ability to make school choices, the "application-challenged" families. (Her term, not mine.)

So how do we "share" those benefits? If the benefit of my train ticket is that it takes me far away from someone else, I can't "share" that benefit by getting them a train ticket, too. That destroys the benefit.

So this strand of Steiny's column makes absolutely no sense whatsoever. But, thankfully, that's not all she has to say. She also has some thoughts about how we can flat-out improve the lives of the application-challenged. (Yes, that's a little bit of mockery you hear in my writing when I'm using that term.)

One day, in a happier future, let’s hope that all families have so many good school options that every one of them makes active choices. Outreach programs help them choose.

Now, we've already established that the problem isn't a lack of choices. It's a lack of capable, motivated choosers. And good options don't make for motivated choosers, so the first sentence is rendered almost unintelligible: you can't possibly get enough good options to make everyone into an active, motivated chooser.

But the outreach idea isn't a bad one. Direct work with the families probably has a place in the grand scheme of things. I don't know how efficacious it will be: it's not as if there aren't tons of such programs already. You'd have to be a bit more invasive than normal, because these aren't the sorts of families that are going to seek out benefits.

But invasive, it seems, is exactly what Steiny has in mind.

And then, if a family fails to fill out an application or preference sheet, a red flag goes up, indicating possible domestic distress.

So if the parents don't get on board by demonstrating that they are engaged in their kids' education by filling out an application... we'll what? Put up a red flag? Then everyone can point and say, "Hey... it's the red flag! How pretty!"

I jest. Red flags are calls to action. And since we seem to be talking about the government here, we know that there's always going to be an iron fist hiding somewhere in the velvet glove.

Wait for it...

Wait for it...

Social services goes out to visit the home and gently offers help.

So if the outreach programs fail, we're going to have more outreach?

Of course, Steiny is either being naive or disingenuous; I suspect that she doesn't really mean "gently offers" at all, because that's presumably already been done through the outreach she calls for. But whether she means it or not, there's no "gentle" with social services. There's a threat to take kids away from their parents, pure and simple. That threat might be hidden behind smiles and brochures and applications and "monitoring visits" and all that, but that's what it comes down to in the end. Social services is the opposite of gentle.

Now, maybe that's what's really needed. Maybe not going to PTA meetings or failing to enter a charter lottery, or just not giving a crap, is a form of child abuse, and we should just take those kids away and put them in better, "application-ready" homes. I'm not a fan of that kind of policy, frankly. I support parental autonomy just as I support free speech, and that means I have to put up with a certain amount of behavior of which I do not approve. But it's not an inherently unreasonable position to take, and even though she's being mealy-mouthed about it, I can understand the sentiment.

I like Steiny's last idea the best, though she almost manages to make it unappealing:

Or if we’re going to concentrate the Dennys of this world into certain schools, they should be showered with help for what is essentially a special special-needs population, made more difficult by segregation.

First off, what a god-awful sentence. "They should get help for a population that is made more difficult." What the hell? But putting that aside, if I'm understanding her correctly, this is actually a pretty good idea. It's more or less what I advocated a few days ago. Why not have a special set of schools for dealing with kids who are hell-on-educators because their home lives are a disaster, the "intentional non-learners" as they're coming to be called?

But it's not that their situation is made more difficult by segregation. Their situation is made worse by the fact that there are a certain number of them, not by their distribution in the population. Once you reach a critical mass of such students (around 4 or so) in a class it doesn't matter how many good students you pack into the classroom with them. The class is shot. And the only way to avoid having that low of a concentration is to disperse them to schools all around the country (which, I suppose, is possible if Social Services is taking them out of their homes; why not send a few to rural Iowa?). But the way things are situated right now, in urban centers the natural concentration is already way past that stage, and the presence of the "application-ready" families isn't really helping that much (which is why they're eager to leave).

No, if she's right, then this segregation could be the key to making their situation better. And that, I think, is a fine idea. It will take more resources, and a certain amount of political will, but, well... I put that Latin phrase up as the motto for my blog for a reason.

Update: Minor stylistic/wording change to the second paragraph.

Administrators: How much is too much?

Imagine you were designing a university. You'd want buildings. You'd want books and/or computers. You'd want faculty. A theatre or two. Some workshops. Tables and chairs. Maybe a printing press. Some athletic fields. Dorms, maybe? A dining hall.

And you might think to yourself, "Gee... I should probably get some people to run this place." So you have a President, and he has a secretary. And you maybe have a few deans, each with their own secretaries: a dean of admissions/PR seems like a good idea. A dean of academic affairs/faculty relations seems like a good idea. A dean of university services, maybe? (Or maybe call that person a VP?) You'd want a VP for finance, and probably under that person a Financial Aid Director, a Director of Accounting. An assistant director of accounting who is primarily responsible for student accounts. Maybe a Registrar with a staff of assistants (I'm thinking 2 assistants, plus 1 for every additional 5000 students). You'd want a GC, maybe with one assistant and an EEOOC/Title IX compliance officer. A Physical Plant manager, maybe with an assistant. I'm sure there's lots of other people you'd want to: someone to head up IT, a good chief librarian, etc. The list could get pretty long.

But would you ever think that you'd need more administrators than you need faculty? It's not as if we're discussing total university employees, which one would expect to be quite numerous, but rather people classified as administrative/professional who aren't faculty -- people with titles like "Deputy Under-Assistant Dean of Tuesday Services" and such. These are not the people on hourly wages like your groundskeepers, electricians, registrar assistants, work study students, etc. It probably (I'm speculating) doesn't even count a goodly chunk of the secretaries.

Surely such administrative bloat is ridiculous, no?

On the other hand, talking about Administrative Bloat is a popular pastime among people who don't know much about running organizations. It's always harder to point at a particular position and say "We don't need YOU." It's like government spending: everyone likes to reduce it in theory, but in practice that gets harder.

So just for perspective, here's a list of administrahttp://www.blogger.com/img/blank.giftive positions at a local college (Chapman) that I cobbled together from their "Key Department" listings and the associated links. It's almost certainly incomplete, and I've tried only to grab titles that sounded like they would actually be admin/professional. I've left out almost all duplicated titles (on the grounds that they can't be that important and are really just titles for worker bees), anyone who looked like they might be faculty, and I've tried to eliminate as many duplicative spots as I could find (i.e., where the same person has more than one position). I was unable to get any information on their External Education or Legal Affairs offices -- there doesn't seem to be any sort of generally accessibly telephone directory for the university.

Controller (Accounting/Financial Services)
Assistant Controller
General Account Manager
Accounts Payable Manager
Financial Manager
Payroll Manager
Director of Grants and Contracts
Assistant Vice Chancellor and Chief Admission Officer
Director of Undergraduate Admission
Associate Director of Admission
Associate Director of Admission and Int'l Admission Officer
Assistant Director of Admission (TWO OF THEM!)
Assistant Director of Admission: Transfer / Int'l
Communication, Publications, & Events Coordinator (Admissions)
Chancellor (Adult Education)
Director of Athletics
Associate Director of Athletics
Senior Women's Administrator (Athletics)
Assistant Athletics Director (TWO OF THEM!)
Sports Information Director
Business Manager (Athletics)
Recreational Sports Manager
Director of Student Business Services
Assistant Director of Student Business Services
OC Student Account Advisor Supervisor
Vice President of Campus Planning
Director of Property Management
Director of Career Development Center
Chancellor
Vice Chancellor for Faculty Affairs and Assessment Liaison Officer
Vice Chancellor for Undergraduate Education
Vice Chancellor for Special Projects
Vice Chancellor and Dean for Enrollment Management
Vice Chancellor for Student Affairs and Dean of Students
Vice Chancellor for Academic Administration
Assistant Chancellor
Director of Institutional Research
Director of Academic Technology and Digital Media
Director of Academic Advising
Director of Fellowships and Scholar Programs
Financial Operations Manager
Testing Administrator, Academic Advising Center
Dean of the Chapel
Director of Conferences and Event Scheduling Services
Director of Facilities Management
Associate Director, Facilities Management
Building Trades Manager
Contract Services & Events Manager
Project Manager, Facilities Maintenance
Director of Financial Aid
Assoc. Dean/Director of Housing & Residence Life
Assistant Director of Housing and Residence Life
Vice President of Human Resources
HR Services Coordinator
Equal Opportunity Officer
Employment Services Manager
Director of Employee Relations and Performance Management
Benefits Manager
Director of HRIS and Compensation
Chief Information Officer (IT / Tech)
Director of Communications and Media Relations
Public Relations Coordinator
Public Relations Editor
Public Relations Writer
Chief of Public Safety
Director of Purchasing
University Registrar
Associate Registrar - Registration & Enrollment Records
Associate Registrar
Associate Registrar - Datatel & Clearinghouse Management
Assistant Registrar - Transfer Credit & Articulations
Assistant Registrar - Degree Audit & Curriculum
Director, Student Health Services
Executive Vice President, University Advancement
Assistant VP, University Advancement
Director of External Relations (Univ. Adv.)
Manager, Advancement Communications and Gov't Relations (Univ. Adv.)
Assistant VP, Advancement Operations & Information Systems
Director, Prospect Research (Adv. Op. & Inf. Sys.)
Director, Alumni Engagement
Assistant Director of Alumni Engagement
Assistant Director, Alumni Oportunities
Director of Annual Giving (I'll assume the three managers have glorified titles)
Assistant Director, Parent & Grandparent Relations (Annual Giving)
Manager, Donor Relations (Annual Giving)
Director of Special Events (Annual Giving)
Director, Corporate & Foundation Relations (Annual Giving)
Director of Planned Giving (Annual Giving)
Vice President, Strategic Marketing and Communications
Associate Director of Creative Services
Director of University Services
Operations Supervisor (University Services)
Dean of Business & Economics School (BES)
Associate Dean (BES)
Assistant Dean (BES) - Graduate and Executive Programs
Assistant Dean (BES)
Director: Center for Economic Research (BES)
Director: Center for Real Estate and Finance (BES)
Director: Center for International Business (BES)
Dean, Education College (EC)
Associate Dean (EC)
Assistant Dean - Undergraduate Education (EC)
Director, Athletic Training Education Program (EC)
Director, PhD Programs (EC)
Director, Teacher Education (EC)
Dean, College of Film and Media Arts (FMA)
Senior Associate Dean and Chief Academic Officer (FMA)
Associate Dean (FMA)
Dean, Humanities and Social Sciences (HSS)
Director, Undergraduate Writing
Co-Director of the Guggenheim Gallery (two)
Director, Center for Holocaust Education
(Most administrators in HSS seem to be faculty)
Interim Dean, Law School (LAW)
Associate Dean of Academic Affairs (LAW)
Associate Dean for Administration (LAW)
Assistant Dean of Student and Alumni Affairs (LAW)
Interim Director, Law Library
Assistant Dean of Admission & Financial Aid (LAW)
Dean, College of Performing Arts (PER)
Director, Conservatory of Music
(There's no dean of the College of Science because it's filled by the Vice Chancellor for Special Projects)
Senior Associate Dean, College of Science (SCI)
Associate Dean, Earth and Health Sciences
Associate Dean, Health and Life Sciences
Associate Dean, Computational Sciences
Director, Marriage and Family Therapy Program
Director, Food Science Program
Director, Hazards, Global & Environmental Change Program
Director, Health Communication Program
Director, Economic Science Institute
Director, Honors Program
Director, Undergraduate Research
Dean of the Libraries
Associate Dean of the Libraries
Collection Management Division Chair
Library Systems and Technology Chair
Public Services Chair (Libraries)

That's quite a bit - around 130. Total enrollment at the school for all of its various colleges is around 6,000. They've got around 400 professors (calculated from a 15:1 claimed student faculty ratio). So it doesn't seem that bad, does it?

Well, obviously this proves nothing at all -- I have no idea whatsoever how many I missed in my really, really brief trip through their web pages. I could have gotten 70%, or only 20% -- I don't know. But I think it helps put it in perspective to actually see all those titles.

We should also bear in mind that a lot of those titles -- particularly the Center Directors, are specifically endowed positions, so it's not like the university is losing money by paying them.

I guess my point is just this: having more administrators/professionals than faculty seems like it's a generally bad idea, but if it's a bad idea it's a bad idea because specific administrative positions aren't needed. It's not a bad idea in and of itself -- after all, the modern university does a LOT MORE for its students than mere academics. Now maybe you think that shouldn't the part of the university mission (I'm rather of that mind myself), but then your problem isn't really with the number of administrators at all, but rather with the university mission itself.