education
Return to Common Sense
July 19, 2010
Section: Domestic
– Education
“Education should be
a national emphasis item for investments in citizens’ future focused on
completion of marketable skill programs, instead of an opportunity to
indoctrinate on leftist social reengineering.”
“Education's purpose is to replace an empty mind with an open
one.” Malcolm S. Forbes.
Philosophy
(Background, Issues, Objectives):
Government has assumed the role of education
oversight.
- Department of
Education, created in 1979, oversees education expenditures and
achievement.
- National interest requires all children be educated and that all
taxpayers contribute.
- Funding for
public education is primarily (95%) at state and local level.
- Teacher and
administrator certification is primarily at the state level.
- Parental choice
in education has been tested in court and declared constitutional.
- No Child Left Behind (NCLB) Act of 2001 required testing teachers and
students to measure achievement.
- Federal Textbook
Act of 2009 was passed to control the pricing and availability fo college textbooks.
- The Health Care
and Education Reconciliation Act of 2010 included provisions for the
federal government to overhaul the student loan program
Education has been proven to boost
mobility of children from all economic classes.
·
High school graduation rates have been shown to
differ by sex and ethnic group.
·
The greatest single influence on school
achievement is family background.
·
The higher the parent’s level of
education, the higher the performance scores achieved.
·
College graduation rates have been shown to differ
by sex and ethnic group.
·
Adult children from all income levels increase
their mobility with a college degree.
·
Adult children with parents from all educational
backgrounds increase their mobility with a college degree.
·
Education will continue to have a moderate impact
on economic mobility until K-12 schools do a better job on basic and school
readiness skills.
The New Left is a collection of cultural
Marxists front groups promoting social reengineering.
- Gay, Lesbian,
Straight Educators Network (GLSEN) is an education group.
- Gay-Straight Alliances (GSA) are school
club coalition to promote gay rights.
- ACLU is supporting the New Left with litigation enforcing their
agenda.
Pre-school education is a recent leftist initiative
with little demonstratable benefits.
- Beginning
education earlier is designed to improve long term achievement.
- Two years of
pre-kindergarten education would increase education budget by over 10%.
- Results have
shown any pre-kindergarten improvements dissipate by third grade.
- Real benefit
achieved is paid day care for pre-kindergarten age children, and more
union teachers.
K-12 education has received ever
increasing funds, but achievement has not improved.
- Curriculum has
changed dramatically since initially defined.
o
Prior to 1960s McGuffey-Reader style curriculum accepted
role in defining culture.
o
Our legislators have mandated or approved such miracles of modern education as:
§
Learning how to read without phonics (ironically
labeled "whole language" learning);
§
Learning mathematics without addition and
subtraction (laughably labeled "new math");
§
Learning mainstream history through the fisheye of
the historically disaffected or politically disenfranchised;
§
Learning literature by abandoning luminaries like
Shakespeare in favor of "more modern" authors;
§
Learning less civic knowledge than required to pass
the U.S. citizenship tests.
§
Dumping students into classrooms in which multiple
teachers simultaneously try to teach multiple curriculums to multiple grades of
children;[1]
§
Grouping non-English speaking students with
students whose knowledge of English is essential to mastering the subject being
taught; and,
§
Deserting the historically successful practice of
grouping children according to their intellectual abilities so that appropriate
teaching strategies and instructional tempos can be used to maximize the
student learning experience.
o
Values such as honesty and patriotism were included
to help assimilate language, laws, and customs.
o
In 1960s Dewey-Mann revision was used to clarify
values and teach situational ethics.
o
Notions of good vs. evil, religion, and tradition
have been eroded from curriculum.
o
History has been rewritten as politically correct
view of history deemphasizing the pursuit of freedom and justice across the
centuries.
o
Multiculturalism and diversity has reshaped curriculum
to promote moral equivalence.
o
Incomplete and biased research must does not replace curriculum common sense.
- Federal
government spends $1,400 for every public school student in the
o
Federal funding increased tenfold from 1965 and 2001
and has more than doubled since 1990.
·
Since
1950 public school spending in public elementary and secondary schools has been
increasing without corresponding improvement in quality results:
o
Staff
hires in the public education sector in recent years have outpaced student
enrollment.
§
Student
enrollment has increased just 7%, while staff hires have increased 83%.
§
In 1950, more than 70% of instructional
staff was comprised of teachers; by 2006, teachers made up just slightly more
than 51% of public school staff.
§
Since
1950, administrative support staff increased from 23.8% to 29.9%.
§
Student-teacher
ratios have declined from 27.5 students for every one teacher down to 15.5
students for every public school teacher.
§ The average high school
student-teacher ratio was just 12:1.
o Inflation-adjusted per pupil
spending in public schools has increased from $2,065 to over $11,000.
o A 2002 reform to reduce class
size found “no detectable benefit” of the class-size mandate and
found that “monies restricted for the purpose of funding class-size
reduction mandates are not a productive use of limited educational
resources.”
o Increased funding levels have not delivered increased quality.
- Lowered
expectations (knowledge vs. feelings)
- Liberal
propaganda rewrite has injected indoctrination into curriculum.
- Expensive
specialized social courses (morality, sex, etc.) fills in for
underperforming parents.
·
Since 1983 “A Nation at Risk”
there has been little progress in either test scores or graduation rates.
o
o
Standardized achievement tests still declining
(fewer achieve top scores).
o
Increased need for remedial instruction when
entering colleges.
o
§
In recent Education Olympics, the
§
US placed 38th in the world in terms of getting our
15-year-olds over Program for International Student Assessment’s (
o
National Education Association (NEA) is focused on
protecting teacher’s pay and conditions.
- Some minorities do better than others in education, because of
cultural differences..
o
Asian-Americans are notorious for ruining grade
curves in schools across the land, and as a result they constitute about 20
percent of students at Harvard College.
o
As for Jews, they have received about one-third of
all Nobel Prizes in science received by Americans, and a quarter of Jewish
adults in the United States have earned a graduate degree.
o
West Indian blacks, those like Colin Powell whose
roots are in the Caribbean, are one-third more likely to graduate from college
than African-Americans as a whole, and their median household income is almost
one-third higher.
o
These three groups may help debunk the myth of
success as a simple product of intrinsic intellect, for they represent three
different races and histories.
o
In the debate over nature and nurture, they suggest
the importance of improved nurture, which, from a public policy perspective, means
a focus on education.
o
The evidence is that there is no genetic
contribution to the black-white difference on I.Q.
o
A common thread among these three groups may be an
emphasis on diligence or education, perhaps linked in part to an immigrant
drive.
o
Jews and Chinese have a particularly strong
tradition of respect for scholarship.
§
Jews said to have achieved complete adult male
literacy, the better to read the Talmud, some 1,700 years before any other
group.
§
The parallel force in China was Confucianism and
its reverence for education.
o
Among West Indians, the crucial factors for success
seem twofold: the classic diligence and hard work associated with immigrants,
and intact families.
- School choice
serves students better and delivers safer and more effective schools.
o
Some public schools are underperforming, but remain
open to deliver compulsory education.
§
Choice should be between public, private, or home
schooling.
§
Publicly funded vouchers cost state and local
government less than per-pupil expenditures.
o
Forty states have enacted charter school laws.
§
Magnet schools offer specialization and industry
skills development.
§
Demand for
§
Six states now have state or district funded
scholarship programs.
o
o
Some very
successful paternalistic institutions have emerged as a highly prescriptive
institution that teaches students not just how to think, but also how to act
according to what are commonly termed traditional, middle-class values.
o
o
College preparation need not be the sole focus of
secondary schools.
o
- Number of children being home schooled is increasing as a reaction
to underperforming public schools.
o
As many as 2 million students are being educated at
home in the
o Families cite common reasons for choosing to homeschool their children, such as:
§ Concern about the environment at other schools
§ Dissatisfaction with the academic instruction at
other schools
§ Preference for providing religious and moral
instruction not provided in traditional schools.
o Evaluations of homeschooled students have reported
that these students perform well in that academic environment.
·
A new generation of social
entrepreneurs has begun to transform public education with innovative solutions
that have extraordinary potential to serve American students more effectively
and efficiently.
o
Programs like Teach For
America (TFA), College Summit, New Leaders for New Schools (NLNS), the
Knowledge is Power Program (KIPP), among others, are part of a growing movement
to use new methods to deliver a higher-quality education to every student,
particularly those from disadvantaged backgrounds.
o
These innovators have challenged our understanding
of "business as usual" in American public education by introducing
new philosophies, methods, and expectations for the education of our nation's
students.
o
The 2009 American Recovery and Reinvestment Act has
emphasized entrepreneurship in education, primarily through a $650 million
"innovation fund" designed
to allow non-profits with a record of increasing student achievement to
scale-up their initiatives.
Higher (post secondary) education has been
taken over by leftist faculty.
o
Higher Education Act Title VI subsidizes
development of language skills to source government workers.
- Cost of higher
education has been increasing rapidly, and financial assistance has also
increased.
o
College tuition has more than doubled between 1986
and 2002.
o
CBO found financing higher education is not major
obstacle for low income families.
o
More than half of full-time undergraduates
attending four year colleges receive aid.
o
Application is by personal choice, and popular
schools can be very selective.
- Overwhelming liberal faculty (undergraduate and graduate) has redefined
into leftist curriculum.
o
58.5% of professors said it was important
to mold students into agents of social change.
o
55.5% made it a priority to
"instill in students a commitment to community service."
o
Helping students "develop personal
values" was cited as an important goal by 66.1% in the latest survey.
o
More than 70% saw developing "moral
character" as a key part of their job.
o
“Studies” (Womens,
Gay, Environmental, Peace, Chicano, Film, etc.) curriculum indoctrinates
students about perceived pathologies in contemporary American culture.
o
Diversity of backgrounds has not resulted in
diversity of views.
o
Diversity is moral relativism masquerading as
virtue.
o
Doctrine of diversity supports anti-Americanism
rampant on college campuses.
o
A handful of conservative student organizations
have sprung up to counter liberal grip on campus.
- Universities are graduating students who can’t write or think
logically.
o
American colleges graduate only about a
half of their students in six years.
o
College students can be classified into two broad
camps:
§
The “studious”
attend to increase earning potential and study diligently, often in vocational
fields like law, medicine, engineering, or accounting.
§
The “typical”
attend to enjoy themselves and delay finding employment, often stumbling
through alcohol-fueled semesters studying dubious topics of limited
vocational value.
Ø
Fastest growing majors are gender studies,
communications studies, visual and performing arts, and fitness studies.
Ø
About a third of all entering students never
achieve a Bachelors degree.
o
Tenured professors teach less and less classes, and
focus on research.
o
Higher education is reluctant to assess results to
improve performance.
o
Grade inflation has masked “dumbing down” of curriculum.
- Affirmative
action admissions achieved unexpected results.
o
Selected minorities were given preference in
admissions.
o
Non selected minorities, such as Asians, were
denied admission despite qualifications.
o
Admitted minorities tended to underachieve or not
graduate.
Principles:
Measure of success must be set by
receiving stakeholders (parents and potential employers).
- National
education standards are needed to correct for regional differences.
- Aptitude tests
(work or college) can be used to guide future choices.
- Industry must
define standards required for entering work force.
- Colleges and
universities must define standards for entering college.
Successful schools do things
differently than unsuccessful schools:
- Primary role of school is to help students to learn market based
skills.
o
Education is not a tool of social change
or political indoctrination.
- Taking
responsibility for the achievement of every student in every classroom is
the focus.
- Ongoing
assessment is conducted to drive achievement.
- A strong and
steady principal is present.
- Teachers and
staff are given ownership in problem solving.
- Commitment to a
proven instructional program.
- Daily focus is
on the individual student and how to maximize their success.
- Free market
choice will drive education quality improvements.
New Orleans rebuilt schools
demonstrated basic principles that work:
- The Decentralized Portfolio Management Approach - continuous improvement by assessing performance of all schools,
closing the lowest-performing schools, and creating alternative
opportunities for students in the least-productive schools.
- Student-Based Budgeting - funds are
attached to individual students who can take that money directly to
the public school of their choice. Special-needs students carry larger
amounts of money, reflecting the extra help they will need.
- Give Principals Autonomy and Accountability - principals must be able to make decisions about how to spend
resources in terms of staffing and programs. The more autonomy a principal
has, the more accountable she should be held for success or failure.
- End Residential Assignment and Embrace Open Enrollment - families need to be able to choose between schools rather than be
assigned to them based on location. This gives less-popular schools an
incentive to improve performance and hence attract and retain
families.
- Close Low-Performing Schools and
Redirect Kids and Resources - Close failing schools. Open new
schools. Replicate great schools. Repeat as needed. As important,
clear timelines for judging schools and closing them
need to be adopted and stuck with.
- Empower the Parents - restructure schools in which a majority
of parents sign a petition asking to convert the establishment into a
charter.
- Collective Bargaining Relief - work toward collective bargaining reforms that allow individual
schools to operate more like charter schools that are free from many of the
rules and regulations governing employee management in district schools.
- Seniority-Neutral Policies - move to a
seniority-neutral layoff policy and work to develop a fair
performance-based evaluation system that would give principals and
superintendents concrete performance criteria to make decisions about
which teachers are let go.
- Budget and Funding Transparency- provide accounting data at the school level and to use actual cost
data, not district averages (which often mask huge variations in expenditures).
School districts embracing systemic change should:
- Alert educators at all
levels to available interventions for schools, leaders, and teachers and
ensure that they select interventions collaboratively based on multiple
data sources.
- Focus interventions with
prevention in mind by concentrating on the early grades and by performing
frequent and early assessments.
- Provide as many
in-school interventions as possible, such as using differentiated
instruction and flexible student grouping, examining multiple data points
to place students in the correct courses, and double-blocking certain
courses.
- Align intensive out-of-school
interventions (such as tutoring and summer school) with the regular
instructional program.
Systemic change lessons learned included:
- Adopt a long-term focus
that includes high standards.
- Focus on doing a few
things well.
- Monitor constantly to
assess progress toward goals.
- Build support for
sustainability.
- Use a student customer-service
approach.
- Use a model or framework
to organize thinking around systemic reform.
Recommendations:
Short
term, Return education requirements to the
education consumers.
Empower business to reengineer education
to work with accountability and competition.
- Institute teacher merit pay tied to student performance with incentives
for over-achievement.
- Develop the kind
of information essential to drive organizational improvement and
benchmarking.
- Establish
venture capital funding for expertise and talent.
- Provide critical
leadership for change management.
- Establish
accountability for school boards.
- Educate the
public and policymakers on the promise and pitfalls of change.
Government should not fund pre-school
education, since it is very expensive day care with little long term benefit.
Pass primary and secondary education
responsibility back to the local authorities.
- Funding should follow the student, not programs.
o
Dispel the myth that federal education spending
leads to improved educational achievement.
o
Offer nonrefundable education tax credits to enable
individual school choice incentives.
o
Reform the Coverdall
education saving account program to include homeschooling costs under allowable
uses for tax-free education expenditures.
- Publish public education performance indicators based on No Child
Left Behind like criteria.
o
Provide world class standards for rigor in levels
of accomplishment, particularly in math and science.
o
Re-emphasize history and civics to ground citizens
in national heritage.
o
Stop aggregating results by race, and concentrate
on individual students of all races.
- Protect transparency and accountability for reporting results to
the public.
o
Free state and local
governments from the administrative and compliance burden of federal education
programs.
o Allow
states to consolidate wasteful and inefficient programs (A-PLUS).
- Hold NEA
de-certification election allowing members to vote out their leftist,
non-representative union.
Replace college degrees with occupational
certifications, administered by objective third party.
- Articulate expectations for faculty, administration, and students.
o
Require work samples to certify journeymen and
master craftsmen.
- Enact an
education Bill of Rights.
o
Allow ability to sue for ideological bigotry and
nonperformance of mission.
- Encourage savings for college by further reducing double taxation
on savings for education.
o
Reject new college cost reduction program as an
unfunded entitlement.
Revamp primary and secondary education
curriculum to better prepare teachers.
- Require future primary school teachers to improve general knowledge
studies.
o
Require a strict core curriculum of basic math,
science, and social studies for graduation.
o Include
enhanced certification requirements as bachelors
degree requirement.
- Require future secondary school teachers to acquire subject matter
relevant undergraduate degrees.
o
Increase the academic rigor required in education
graduate schools.
o Include
enhanced certification training as masters degree
requirement.
o Compensate
secondary school teachers higher commensurate with their higher education
requirements.
Long
term, Privatize public education and abolish
the Department of Education.
- Abolish the Federal Department of Education as not covered under
enumerated powers ($107 billion).
o
Encourage states to set their own standards on
content and achievement.
§
Emphasize math and science to maintain
international competitiveness.
§
Emphasize history and civics to ground citizens in
national heritage.
§
Remove cultural indoctrination, sex education,
situation ethics from public school curriculum.
o
Repeal federal government role in education
content and student loans.
- Create a market-driven education system with voting with
parent’s pocketbooks based on performance.
o
Measure indicator for readiness to enter the
private work force.
o
Defund higher education subsidies for
non-vocational programs.
References:
Accuracy
in Academia documents political bias in education at http://www.academia.org .
“A is
for Answers” by William C. Symonds dated September 2001 published by
Readers Digest.
“Does
More Schooling Equal Better Results?” by Casey Lartigue dated
“Just
say ‘no’ to ‘modern sex-ed’”
by Rebecca Hagelin dated
“School
Choice is the Best Investment” by Mitchell Pearlstein dated
“Representation
of Political Perspectives in Law and Journalism Faculties” by David
Horowitz and Joseph Light dated October 2005 published by Front Page Magazine
at http://www.frontpagemag.com/media/pdf/journalismandlawschoolstudytwo.pdf .
“Let’s
Get Rid of Public Schools” by David Gelernter dated
“The
“Academia’s Failing Grade” a
report by the American Council of Trustees and Alumni dated
“School
Choice Will Destroy the Public Schools – Maybe That’s A Good Thing”
by Joel Turtel dated
“Grade
Inflation at
“The X Factor: What makes a school
successful?” by Goldwater Institute dated
“Answer
to NCLB Failure is School Choice” by Neal McCluskey
dated
“Education
Myths” by Jay Greene dated
“NEA to
Challenge ‘No Child Left Behind’” dated
“NEA
keeps tilting to the left” by Phyllis Schlafly
dated
“Why
Don’t Bad Public Schools Go Out of Business” by Joel Turtel dated
“Schools
need competition now” by John Stossel dated
“As
Goes Harvard…” by Donald Kagan dated
September 2006 published by Commentary Magazine on http://www.commentarymagazine.com/Summaries/V122I2P34-1.htm .
“The
Moral Failure of College” by Bruce Walker dated
“Pouting
Progressives” by John McCormack dated
“All
Aboard the Charters?” by Chester E. Finn Jr. dated September 27, 2006
published by National Review Online at http://nrd.nationalreview.com/article/?q=NGY0NmZmNzVmMmI5MDc5ODVlZmYxYTBmOTFmMDdmYmY= .
“Localize
Public Education” by Bill Steigerwald dated
“Strange
New Love for ‘The Blob’” by Andrew J. Coulson
dated
“Marxist
Subversion and Perversion of
“Restoring
Federalism in Education: The
“Federal
Rules Back Single-Sex Public Education” by Diana Jean Schemo dated
“The
Real Economic Challenge of the 21st Century” by David
Strom dated
“The
Education Revolution
“Dastardly
Diversity” by Tom Brewton dated
“Like
it or not, public schools define American culture” by Phyllis Schlafly dated
“How
Public-School Socialists Brainwash Children & Destroy
“Surprise
– Public School Class Size Doesn’t Matter” by Joel Turtel dated
“15
Ways Public Schools Can Harm Your Kids and Violate your God-given Parental
Rights” by Joel Turtel dated December 13,
2006 published by American Daily at http://www.americandaily.com/article/16774 .
“Still
a Nation at Risk” dated
“A
Better Answer for Education: Reviving State and Local Policymaking Authority”
by John Cornyn and Jim DeMint dated
“Myths
of the Teachers Unions” by Jay Greene dated
“Sumo
Nonsense” by Thomas Sowell dated
“Why
Don’t Politically Correct Professors Teach English and American
Literature?” by Elizabeth Kantor dated
“Intelligence
in the Classroom” by Charles Murray dated
“The
Secret Irony of Education Reform” by Walt Gardner dated
“Three
Paths on Education Reform” by Dan Lips dated
“Marc
Tucker re-emerges to present a warmed-over plan” by Phyllis Schlafly dated
“Who
Needs Brains?” by Paul Chesser dated
“Gliberalism” by Ruth R. Wisse
dated
“Mental
Health Screening: New Liberal Tool for Child Control” by Phyllis Schlafly dated
“$34.06
an Hour” by Jay P. Greene and Marcus A. Winters
dated
“Public
School Bonanza” by Joel Turtel dated
“A
Study in Partisanship” by Jacob Laksin
dated
“Local Success, Federal Failure” by
Elizabeth Weiss Green dated February 25, 2007 published by US News and World
Report at http://www.usnews.com/usnews/news/articles/070225/5standards_print.htm .
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Freedom in the Wake of No Child Left Behind” by Bob Schaffer and
Peter Hoekstra dated
“Learning
to Let Go” by Jim DeMint dated
“Status
quo must go” dated
“A
Better Alternative to No Child Left Behind: A-Plus” by Tim Walberg
dated
“Fund
the Child:
“A
State Perspective on the Past and Future of No Child Left Behind” by
Tom Horne dated
“Teaching
for ‘Social Justice’” by Sol Stern dated 2007 published
by Front Page Magazine at http://www.frontpagemag.com/media/pdf/SocialJustice.pdf .
“College Censorship” by John Leo
dated
“Choices
That Are Changing Lives in D.C.” by Fred Hiatt dated
“HillaryCare for Tots”
by Nicole Gelinas dated
“
“Why
diversity doesn’t matter” by Dinesh D’Souza dated
“Do
away with public schools” by Jonah Goldberg dated
“Don’t
Blame the Teachers” by Diane Ravitch dated
“Reforming
No Child Left Behind by Allowing States to Opt Out: An A-PLUS for Federalism”
by Dan Lips dated June 19, 2007 published by The Heritage Foundation at http://www.heritage.org/Research/Education/bg2044.cfm .
“Education
Policy: Lesson Learned?” by Rebecca Hagelin
dated
“Technophobia
Serves the Status Quo” dated
“Eradicating
White Guilt” by Michael J. Petrilli dated
“Our
National Alienation & Amnesia” by William J. Bennett dated
“Time
to Move Beyond Race-Based Plans” by Ruben Navarrette dated
“No
Need to Assign Schools by Race” by Armstrong Williams dated
“Blissfully
Uneducated” by Victor David Hanson dated July/August 2007 published
by American Magazine at http://www.american.com/archive/2007/july-august-magazine-contents/blissfully-uneducated .
“College Bill Adds to Entitlement
Burden” by John Boehner dated
“Abolish
the SAT” by Charles Murray dated
“No
Hesitations” by Caren Chesler
dated
“Biz Ed” by Frederick M. Hess dated
“The Truth
About
“Wages
of War: Academy Exposed” by David French dated
“Parents
Job II” by Diane Ravitch dated
“Held
Back” by Frederick M. Hess and Chester E. Finn Jr. dated August 1,
2007 published by American Enterprise Institute at http://www.aei.org/publications/filter.all,pubID.26588/pub_detail.asp .
“The
NEA lists its goals and the Democratic Party agrees” by Phyllis Schlafly dated
“Multiculturalism’s
War on Education” by Elan Journo dated
“Can
This Law Be Fixed?” by Frederick M. Hess and
“End
It, Don’t Mend It” by Neal McCluskey
and Andrew J. Coulson dated
“The
Professors” by David Horowitz dated
“The
Silent Crisis of American Higher Education” by Matthew Ladner dated
“Cash
Cow Stampede: Colleges of Education Not Up to Snuff” by Matthew Ladner dated
“Failing
Grade” by James David Dickson dated
“’No
Child Left Behind’ Should be Left Behind”
by Paul Weyrich dated
“The
Public Education Tax Credit” by Adam B. Schaeffer dated
“American
Education Fails Because It Isn’t Education” by Tom DeWeese dated
“Getting
Past ‘No Child’” by George Will dated
“Taking
Sides on Title VI” by Stanley Kurtz dated
“Business Goes to School” by Frederick
M. Hess dated
“The
Liberal Skew in Higher Education” by Gary Becker and Richard Posner
dated
“The
Politics of Knowledge” by Frederick M. Hess dated
“Get
the Feds Out of Our Schools!” by Alan Caruba
dated
“Is
School Choice Enough?” by Sol Stern dated
“Look
to
“How
about some campaign talk about education” by Star Parker dated
“Home
Schooling Poses a Threat to The State” by Thomas
“Six
Degrees of Preparation” by Adam Creighton dated
“Homeschooling:
A Growing Option in American Education” by Dan Lips and Evan Feinberg
dated
“Segregate
This” by Liam Julian dated
“A
Nation Still at Risk: The Case for Federalism and School Choice” by
Dan Lips dated
“Education
Lessons We Left Behind” by George F. Will dated
“Twenty-Five Years Later, A Nation Still at
Risk” by Chester E. Finn Jr. dated
“Few
States Set World-Class Standards” by Paul E. Peterson and Frederick
M. Hess dated Summer 2008 published by Hoover
Institution at http://www.hoover.org/publications/ednext/18845034.html .
“For
Most People, College Is a Waste of Time” by Charles Murray dated
“
“Some
Empirically Proven Value in School Choice” by Paul Weyrich dated
“
“Are
Too Many People Going to College?” by Charles Murray dated
“Teachers
Matter” by Marcus A. Winters dated
“Market
vs. Monopolies in Education” by Andrew J. Coulson
dated
“Real
Educational Equality for Black Students” by David Whitman dated
“The
Costs of Failure in American Higher Education” by Mark Schneider
dated
“The
New Stupid” by Frederick M. Hess dated
“Why
LBJ Is Smiling” by Frederick M. Hess dated December 11, 2008
published by American Enterprise Institute at http://www.aei.org/publications/pubID.29057,filter.all/pub_detail.asp .
“Homeschooling
2.0” by Milton Gaither dated December 22, 2008 published by Front
Page Magazine at http://www.frontpagemag.com/Articles/Read.aspx?GUID=9429BBA1-A892-43A9-AFB6-7202BC03251B .
“Should
the Obama Generation Drop Out?” by Charles Murray dated December 28,
2008 published by The New York Times at http://www.nytimes.com/2008/12/28/opinion/28murray.html .
“College
Of (Social) Change” dated March 12, 2009
published by Investor’s Business Daily at http://www.ibdeditorials.com/IBDArticles.aspx?id=321748122360339 .
“Leave
it to educators” by Jed Gladstein dated
March 28, 2009 published by American Thinker at http://www.americanthinker.com/2009/03/leave_it_to_the_educators.html .
“The
SAT and Its Enemies” by Andrew Ferguson dated May 4, 2009 published
by The Weekly Standard at http://www.weeklystandard.com/Content/Public/Articles/000/000/016/429fmcim.asp .
“Stimulating
Excellence” by Frederick M. Hess dated May 5, 2009 published by
American Enterprise Institute at http://www.aei.org/publications/filter.all,pubID.29820/pub_detail.asp .
“Does
Universal Preschool Improve Learning? Lessons from Georgia and Oklahoma”
by Lindsey Burke dated May 14, 2009 published by The Heritage Foundation at http://www.heritage.org/Research/Education/bg2272.cfm .
“Rising
Above I.Q.” by Nicholas D. Kristof dated June 7, 2009 published by The New York Times
at http://www.nytimes.com/2009/06/07/opinion/07kristof.html?ref=opinion .
“Why
Aren’t Arizona high schools teaching civics?” by Matthew Ladner dated July 1, 2009 published by American Daily at http://americandaily.com/index.php/article/1710 .
“More
Government Preschool: An Expensive and Unnecessary Middle-Class Subsidy”
by Lindsey M. Burke dated March 2, 2010 published by The Heritage Foundation at
http://www.heritage.org/Research/Education/bg2378.cfm
.
“Proven
Policies to Fix Failing Schools” by Lisa Snell dated March 15, 2010
published by Reason Magazine at http://reason.com/archives/2010/03/15/proven-policies-to-fix-failing
.
“Obama
to Take Over Control of College Textbooks” by Warner Todd Huston dated
March 30, 2010 published by Big Government at http://biggovernment.com/wthuston/2010/03/30/obama-to-take-over-control-of-college-textbooks/
.
“Obama’s
Student Loan Takeover Adds 52 Billion to Deficit Account According to
‘Fair Value” Accounting Says CBO” by Edwin Mora dated
March 31, 2010 published by Cybercast News Service at http://www.cnsnews.com/news/article/63560
.
“Why
National Education Standards Won’t Fix American Education: Misalignment
of Power and Incentives” by Lindsey M. Burke and Jennifer A. Marshall
dated May 21, 2010 published by The Heritage Foundation at http://www.heritage.org/Research/Reports/2010/05/Why-National-Standards-Won-t-Fix-American-Education-Misalignment-of-Power-and-Incentives
.
“Creating
a Crisis: Schools Gain Staff, Not Educational Achievement” by Lindsey
Burke dated May 26, 2010 published by The Heritage Foundation at http://www.heritage.org/Research/Reports/2010/05/Creating-a-Crisis-Schools-Gain-Staff-Not-Educational-Achievement
.
“Wanting
to Abolish the Department of Education Is Not Radical” by Mona Charon dated June 11, 2010 published by National Review
Online at http://article.nationalreview.com/436055/wanting-to-abolish-the-department-of-education-is-not-radical/mona-charen
.
“Department
of Education Proposed Spending Cuts” by Chris Edwards dated May 2010
published by Downsizing Government at http://www.downsizinggovernment.org/education/spending-cuts
.
“Embracing
Systemic Reform” by Heather Zavadsky dated
July 19, 2010 published by American Enterprise Institute at http://www.aei.org/outlook/100974
.
