Latest News and Comment from Education

Monday, January 4, 2016

There was little due diligence on new education law, but there will be plenty for indigestion — Opinion — Bangor Daily News — BDN Maine

There was little due diligence on new education law, but there will be plenty for indigestion — Opinion — Bangor Daily News — BDN Maine:

There was little due diligence on new education law, but there will be plenty for indigestion

“Nothing to see here, move along now!” is the mantra of our state and federal bureaucrats with regard to the Every Student Succeeds Act, or ESSA, which replaced No Child Left Behind, or NCLB. If those voting on the 1,061-page billbothered to understand the tightly woven bands of text, they would have realized education would become entangled in a mess resembling the Hydra. This will profoundly impact the next generation. Those charged with educational policy immediately reacted to this, right? Wrong.
We now know from Arne Duncan, President Barack Obama’s recently departed Secretary of Education, that the bill was written with a very sophisticated legal strategy to hide the true intent of the legislation. In a recent interview with Politico Pro, Duncan boasted, “embedded in the law are the values that we’ve promoted and proposed forever. The core of our agenda from Day One, that’s all in there — early childhood, high standards [i.e., Common Core]. … For the first time in our nation’s history, that’s the letter of the law.”
Under such conditions, one month per 100 pages might have allowed for proper examination and debate of the legislation. But the actual vote on ESSA occurred less than three days after its release.
Were children and their well-being even considered?
Alas, while there was no time for inspection, consideration, or reflection, there will be plenty for indigestion. We now have to cope with the reality of this massive new law.
Support for ESSA was heavily bipartisan, urged on by the owners of the Common Core national standards — the National Governors Association and the Council of Chief State School Officers — and every other progressive education interest group in the country. Congressional delegates simply bought the deception these groups were crafting and selling. Why should they read the actual document? But many large groups and more than 200 anti-Common Core grassroots organizations, including groups in Maine, were adamantly opposedand tried to speak truth to power.
Maine’s bureaucrats have been no better than Washington’s. The State Board of Education was briefed by the Maine Department of Education on ESSA in December but heard only spin. In the recent department news release Dec. 11, Acting Commissioner Dr. William Beardsley admitted to a lack of due diligence. “We have not read the entire 1069 pages of the bipartisan law,” he said — the lawis 1,061 pages. How can anyone give analysis of a document he has not read?
Beardsley also claims, “this is the first significant shift of public education authority from Washington, D.C., to the states and towns in a generation. It should provide Maine with more flexibility and innovation.”
This all sounds nice, but as with NCLB there is no real state power. There is no enforcement mechanism for states to bar the Secretary of Education from violating the law, as often experienced under Duncan.
The DOE avoids the facts when stating that the law will require “annual statewide assessment tests for all public school students.” What parents must know is the mandates regarding assessments will lock in Common Core-type There was little due diligence on new education law, but there will be plenty for indigestion — Opinion — Bangor Daily News — BDN Maine:

 

Black Boys in Crisis: Is Punishment Too Harsh? | The Edvocate

Black Boys in Crisis: Is Punishment Too Harsh? | The Edvocate:

BLACK BOYS IN CRISIS: IS PUNISHMENT TOO HARSH?

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It’s no secret that Black men are considered the trouble makers of society. In America’s prison systems, black citizens are incarcerated at six times the rates of white ones – and the NAACP predicts that one in three of this generation of Black men will spend some time locked up.
Do these numbers tell the true story though? Are Black men inherently more dangerous than their white and Hispanic peers – or are they the products of racial profiling and a society that sets them up to fail?
In the first part of this series I looked at the connection between low reading ability and a lifetime of struggle for Black young men in the U.S., but today I want to focus on a non-academic area that impacts this group in childhood: punishment that begins in K-12 classrooms.
Troubling Stats in Schools
Nearly 75 percent of all schools in the U.S. report at least one violent incident in their schools each year, but that number rises to 82 percent for schools with a majority of Black students. Though Hispanic boys are the most likely to be involved with gang activity at school, it is certainly an issue for Black boys too – with 31 percent of students nationwide reporting seeing Black gang activity in their schools. Violence is just one part of the criminal side of K-12 hallways, though. There are also higher numbers of non-violent crimes, like theft, in schools where more students are Black than any other race.
All of that being said, there still IS violence in schools where Black students are the minority, and committed by non-Black students. Yet, over and over again statistics show that punishment for Black boys – even first-time offenders – in schools is harsher than any other demographic. Consider these facts:
• Black students make up just 18 percent of children in U.S. preschools, but make up half of those youngsters who are suspended.
• Black boys receive two-thirds of all school suspensions nationwide – all demographics and both genders considered.
• In Chicago, 75 percent of all students arrested in public schools are Black.
Also troubling is the fact that not all of the Black boys taken from their schools in handcuffs are violent, or even criminals. Increasingly, school-assigned law enforcement officers are leading these students from their schools hallways for minor offenses, including class disruption, tardiness and even non-violent arguments with other students. It seems that it is easier to remove these students from class through the stigma of suspension or arrest than to look for in-school solutions.
Minnesota civil rights attorney Nekima Levy-Pounds writes that “it is a continual affront to the human dignity of 
Black Boys in Crisis: Is Punishment Too Harsh? | The Edvocate:

Does the Education Platform of the Washington State Democrats Mean Anything to Our Legislators? | Seattle Education

Does the Education Platform of the Washington State Democrats Mean Anything to Our Legislators? | Seattle Education:

Does the Education Platform of the Washington State Democrats Mean Anything to Our Legislators?

handing-over-money


 During the busy holiday season, The Spokesman Review ran an article about a newly formed PAC called Act Now for Washington Students.

The goal of this group is to sway legislators into taking “heroic” measures to keep charter schools open – even though these schools have been ruled unconstitutional by the Supreme Court.
The Washington State Charter Schools Association has formed a political action committee in hopes of influencing charter school legislation. The Act Now for Washington Students PAC, has given more than $20,000 to campaign accounts.
“We commend these leaders for refusing to bow to political pressure and instead stand up for children in our state. The reality is that the future of these public schools remain in limbo. Our legislators must act to keep doors open,” said Washington Charters CEO Thomas Franta in a news release.
I wonder what political pressure the Washington State Charter Schools Association CEO Thomas Franta is referring t0?
Could it be the platform for the Washington State Democrats, which specifically opposes charter schools and the privatization of public education?
According to the list released by the Spokesman Review, the following 12 Washington Does the Education Platform of the Washington State Democrats Mean Anything to Our Legislators? | Seattle Education:

CURMUDGUCATION: The Merit Pay Lie

CURMUDGUCATION: The Merit Pay Lie:

The Merit Pay Lie





Every profession accepts merit pay. All people in the Real Working World accept having their income tied to their job performance. Why should teachers be any different?

That's the standard line. Only it isn't true. 

Here's a quick report from the Bureau of Labor Statistics. This particular piece only covers 2006-2009, but it's unlikely that the stats we're looking at have changed dramatically.

What percentage of the private workforce-- you know, that private sector where "everybody" accepts having their pay tied to their results-- how much of that private work-force is composed of workers whose earnings are tied to sales or output?

5%.

Additionally, of those identified as sales workers, only 20% were incentive-based. In other words, even in the sales world, the one sector where we might have legitimately assumed "everyone" works strictly on merit pay, only one in five workers has his earnings tied to his job performance.

We could get into the other lie here-- that merit pay actually gets better work out of people in general or teachers in particular-- but let's leave that for another day so that we can let these cold, 
CURMUDGUCATION: The Merit Pay Lie:

November ballot measures could have huge impact on LAUSD - LA School Report

November ballot measures could have huge impact on LAUSD - LA School Report:

November ballot measures could have huge impact on LAUSD

Low Voter Turnout Ca Primary LAUSD
California voters may face difficult decisions regarding the future of education in the state in November as the state ballot could feature several propositions that would have an enormous impact on the educational landscape.
So far only one ed-related measure has been cleared for voting, but there are several others in the works, each with a potential to affect the future of LA Unified and school districts across the state.
Already eligible for the ballot is the “Kindergarten Through Community College Public Education Facilities Bond Act of 2016,” which would authorize $9 billion in general obligation bonds, including $3 billion for new construction and $3 billion for modernization of K-12 public school facilities, $1 billion for charter schools and vocational education facilities and $2 billion for California Community Colleges facilities.
As the largest district in the state, LA Unified would receive a significant portion of the bond funds and would have little trouble figuring out what to do with them, as it needs roughly $40 billion to fix and modernize its existing facilities with only $7.8 billion November ballot measures could have huge impact on LAUSD - LA School Report:


Badass Teachers Association: USDOE Threatens Low-Income Families And America’s Opt Out Parents! | PopularResistance.Org

USDOE Threatens Low-Income Families And America’s Opt Out Parents! | PopularResistance.Org:

USDOE Threatens Low-Income Families And America’s Opt Out Parents!

Above Photo: From Badassteachers.blogspot.com.
As much as corporate education reformers (and we will include the USDOE in this category) want you to believe that standardized testing is used to help children, educators know the truth.  What the USDOE issued on Dec. 22nd shows in full transparency that the testing agenda is not about helping children but more about making sure testing companies get their profits, and data mongers get their data.
On December 22nd, the USDOE sent a threatening letter to the Chief State School Officers regarding opt out. Ann Whelan wrote the letter and specifically stated, “ED may take enforcement action.”
She further threatened states with high opt-out rates, “including placing a condition on an LEA’s Title I, Part A grant or WITHHOLDING an LEA’s Title I, Part A funds (see, e.g., section 440 of the General Education Provisions Act).
So is expensive, mandated, inappropriate testing really about helping children when you threaten to withhold money from our most neediest children?
The USDOE provides a definition of what Title 1 money is used for: “Title I, Part A (Title I) of the Elementary and Secondary Education Act, as amended (ESEA) provides financial assistance to local educational agencies (LEAs) and schools with high numbers or high percentages of children from low-income families ….”
To be very clear it seems that the USDOE will withhold, in a roundabout way, Title 1 funds to schools that educate low-income families for high opt-out rates.  There is no other way to USDOE Threatens Low-Income Families And America’s Opt Out Parents! | PopularResistance.Org:

Argument preview: New threat to public employee unions : Friedrichs v. California Teachers Assoc

Argument preview: New threat to public employee unions : SCOTUSblog:

Argument preview: New threat to public employee unions



Analysis

Next Monday, January 11, when the Supreme Court returns from its holiday recess, it will devote an expanded argument to a case that has made unions which represent government workers deeply fearful for their financial future and their public stature.  A significant blow to their treasuries could come if non-union workers are able to turn broad hints by the Supreme Court into final victory inFriedrichs v. California Teachers Association.
Since 1977, the Court has allowed public-sector unions to charge the non-members whom they represent fees to cover the cost of bargaining over working conditions that will benefit those non-members as well as the union’s own ranks on the payroll.  They cannot charge a fee to cover union political activity, such as lobbying or campaign spending.  But, applying a bit of elementary logic, a group of non-union teachers in California seeks to nullify even bargaining-related fees.
Here is their logic: because unions cannot charge non-members for political activity and since non-members argue that everything a public-sector union does — even bargaining — is political in nature, it follows that any fees violate their First Amendment right not to pay for activity to which they object.  Their target, in union parlance, is the “agency fee.”
From the time the lawsuit in this case was filed in April 2013, it has been aimed at getting the Court to overrule its first decision drawing a distinction between the fees public-sector unions could charge non-members.  At each stage in the lower courts, the lawyers for ten teachers and an advocacy group, the Christian Education Association, conceded that their case was controlled by Abood v. Detroit Board of Educationa 1977 precedent.  So the challenge was quickly dismissed, as the case moved rapidly toward the Justices.  Review was granted last June 30.  The Court will have eighty minutes of argument, twenty minutes beyond the usual hour, to hear from all sides and the federal government.
Although the Abood ruling remains a controlling decision, the Court has been dropping hints for the past two years that the precedent has become shaky.  A majority of the Justices joined in the critique, most strongly expressed in 2014 in Harris v. Quinn.  The Court said then that it is a “bedrock principle that, except perhaps in the rarest of circumstances, no person in this country may be compelled to subsidize speech by a third party that he or she does not wish to support.”
Thus, the challengers are turning their case into a “compelled speech” dispute, treating union assessments as forcing non-members to embrace union goals.
In urging the Court to cast aside the Abood precedent, the California challengers contended that the only way to justify the distinction between the activities for which fees are charged to non-members is to prove “a constitutionally meaningful difference between a public-sector union’s efforts to advance an ‘ideological’ agenda through collective bargaining, and the same union’s efforts to advance the same ‘ideological’ agenda through lobbying or campaign spending.”
Collective bargaining by public-sector unions, the non-members argued, is very different from collective bargaining by private-sector unions, from which the Court borrowed the idea of allowing non-members to be charged for bargaining costs.  “Public-sector unions’ collective-bargaining efforts constitute political speech designed to influence governmental decision-making,” the petition asserted, adding: “In this era of broken municipal budgets and a national crisis in public education, it is difficult to imagine more politically charged issues than how much money cash-strapped local governments should devote to public employees, or what policies public schools should adopt to best educate children.”
The state of California, urging the Court to keep the Abood decision intact, noted that the non-union members have not pointed to any specific collective-bargaining actions that they considered to be “political” in nature.  In fact, the state added, they object to everything the teachers’ union does in collective bargaining, whatever its character.  Negotiations, it contended, for such things as leave from work or the condition of faculty lounges are in no way political.  There is no way, the state argued, to draw a distinction between conditions of work and matters of public policy in bargaining.
The union, the California Teachers Association, made essentially the same points.  Unions, it added, are compelled by state law to engage in collective bargaining for their member and non-member workers, and that is the source of their authority to assess fees to avoid “free riders” who benefit from such negotiations.
If the challenging teachers are not able to persuade the Court to overrule Abood, they have raised a second issue as a fallback position.  They want the Court to strike down the California requirement that those who object to paying fees to the union must take affirmative steps, once a year, to opt out of the fee demand for non-bargaining, actually political costs.  The Court should rule, they argued, that the union should get their consent before charging them fees for activities to which they object — an opt-in alternative.  The opt-out mandate, they asserted, also violates the First Amendment.
Briefs on the merits
In their brief on the merits, the challenging teachers made even more clearly their main point that any money they paid to the union was a form of “subsidy” for the union’s choice of activity in which to engage.  They did not attempt to show that any particular action would be acceptable to them, because they deem the union’s overall message to be one in favor of goals that the non-members may or may not support.
When a union approaches a local government “to extract policy commitments,” the brief contended, that is a “quintessentially political act,” no matter what specific commitment they seek.  Inevitably, it added, the policy changes that are to be made are “some of the most contested issues in education and fiscal policy.”
The teachers also argued that the public-sector unions will not be “bankrupted” if they lose non-members’ agency fees, contending that they are thriving in the federal government sector and in the many states that prohibit “agency fees.”
To the unions’ traditional argument that they are entitled to charge “free riders” for fees because they must represent everyone, the teachers argued that this is only the result of a state policy of having a single union represent all of the teachers, which gives that union a special benefit and, in the process, Argument preview: New threat to public employee unions : SCOTUSblog:





Education Department Threatens Low-Income Families and America's Opt Out Parents! - LA Progressive

Education Department Threatens Low-Income Families and America's Opt Out Parents! - LA Progressive:
Education Department Threatens Low-Income Families and America’s Opt Out Parents!




As much as corporate education reformers (and we will include the US Department of Education in this category) want you to believe that standardized testing is used to help children, educators know the truth. What the USDOE issued on December 22nd shows in full transparency that the testing agenda is not about helping children but more about making sure testing companies get their profits, and data mongers get their data.
On December 22nd, the USDOE sent a threatening letter to the Chief State School Officers regarding opt out. DOE Senior Advisor Ann Whelan wrote the letter and specifically stated, “ED may take enforcement action.”
She further threatened states with high opt-out rates, “including placing a condition on an LEA’s Title I, Part A grant or WITHHOLDING an LEA’s Title I, Part A funds (see, e.g., section 440 of the General Education Provisions Act).

So is expensive, mandated, inappropriate testing really about helping children when you threaten to withhold money from our most neediest children?

So is expensive, mandated, inappropriate testing really about helping children when you threaten to withhold money from our most neediest children?
The USDOE provides a definition of what Title 1 money is used for: “Title I, Part A (Title I) of the Elementary and Secondary Education Act, as amended (ESEA) provides financial assistance to local educational agencies (LEAs) and schools with high numbers or high percentages of children from low-income families ….”
To be very clear it seems that the USDOE will withhold, in a roundabout way, Title 1 funds to schools that educate low-income families for high opt-out rates. There is no other way to read this.
What the USDOE never understood, and acting USDOE Secretary John King did not comprehend during his tenure as education commissioner in New York, is that the opt out movement is parent driven. Does the USDOE think that states and school districts have the power to CONTROL parental opt out?
This threat to parents, who have a right to make decisions for their children, continues the onslaught of insults hurled towards parents by the USDOE.
USDOE, allow us to introduce you to a sample of opt-out parents.
Meet Jeanette Deutermann. She is a parent in New York. She is a parent who has led the opt-out movement on Long Island, New York. Over 87,000 students in grades three to eight, almost half of Education Department Threatens Low-Income Families and America's Opt Out Parents! - LA Progressive:

Seattle Schools Community Forum: Speaking of Testing...

Seattle Schools Community Forum: Speaking of Testing...:

Speaking of Testing...





A couple of items to consider.

From Seattle Opt Out:

KINDERGARTEN PARENTS IN SEATTLE: Do you know that today, Jan. 4, the testing window for MAP opens in schools that are choosing to administer it? 

Most of the parents we've encountered WERE NOT INFORMED of this. Many have been confused about what is happening--principals are saying that they're "leaving it up to teachers," teachers are saying "my principal encouraged me to administer it," no one downtown at the District is answering the phone to get to the bottom of it, and many PTAs are simply unaware of the window having opened. 

Confusion is part of the high-stakes game; it makes it more challenging to organize an opt-out campaign if no one really knows what the hell is going on. On the District's website it is listed as "required" next to the Jan 4-29 MAP for Kindergarten assessment. THIS IS CONFUSING, TOO, because it DOESN'T MEAN THAT STUDENTS ARE 'REQUIRED' TO TAKE IT! You can opt out! 

You can even call your child's school, right now, and opt out verbally (per OSPI! Opt outs do not have to be in writing, no kidding). Or, tomorrow, you can send a handwritten note to your child's teacher or principal saying this:


Dear ________________,

I would like to opt my child out of the MAP test during their kindergarten year. This includes make-up tests. Please provide a place for them to look at books, draw, or engage in another meaningful school activity.

You can reach me at ___-____-_____ or _______@____ if you have any questions. Thank you.
As well, there is this article from Education Week about the new ESSA (Every Student Achieves Act, formerly NCLB) rules on testing.

The questions are hanging over a provision of the Every Student Succeeds Act that lets states measure high school achievement with college-entrance exams instead of standards-based assessments.
That's because most states' current tests are based on their academic standards and are built to measure mastery of those standards. Moving to a college-entrance exam such as the SAT or ACT, which are designed to predict the likelihood of students' success in college, would mean that states had chosen instead to measure college readiness.
Yes, using the ACT or SAT, rather than, I assume, SBAC or PARCC (depending Seattle Schools Community Forum: Speaking of Testing...:



NYC Public School Parents: Part IV of the inBloom saga through FOILed emails: inBloom is born, faces increasing controversy, and dies

NYC Public School Parents: Part IV of the inBloom saga through FOILed emails: inBloom is born, faces increasing controversy, and dies:

Part IV of the inBloom saga through FOILed emails: inBloom is born, faces increasing controversy, and dies


This post, the final one with excerpts from the emails I FOILed from NYSED, documents the rise and fall of inBloom; through their communications to officials at the Gates Foundation and assorted consultants and allied organizations. inBloom was formally launched as a separate corporation in Feb. 2013 and died in April 2014, after little more than one year of existence. These fourteen months were marked by myriad public relations and political disasters, as the Gates Foundation’s plans for data collection and disclosure experienced national exposure for the first time and fierce parent opposition in the eight inBloom states and districts outside NY. 

Once parents in the rest of the country learned through blogs and news articles of the Foundation’s plans to upload onto a data cloud and facilitate the sharing of their children’s most sensitive personal information with for-profit vendors, their protests grew ever more intense, and inBloom’s proponents were powerless to convince them that the benefits outweighed the risks. Though the Gates Foundation had hired a phalanx of communications and PR advisers, they were never able to come up with a convincing rationale for inBloom’s existence, or one that would justify this “data store”, as they called it, that cost them more than $100 million dollars to create. 

The Foundation started the 2013 with a plan to promote inBloom through the media and at the large SXSWedu conference, and to expand the number of inBloom “partners” beyond the original nine states and districts that they said were already committed; instead they watched as every one of these nine states and districts withdrew or claimed they had never planned to share data with inBloom in the first place.

For the previous posts in this saga, see Part I showing how, after waiting a year and a half, we finally received the emails in December 2014, 
NYC Public School Parents: Part IV of the inBloom saga through FOILed emails: inBloom is born, faces increasing controversy, and dies:

Teachers are not failing the economy. Policymakers are failing public schools and society - Kappa Delta Pi Record

Economic Dominance with Political Incompetence - Kappa Delta Pi Record - Volume 50, Issue 1:

Teachers are not failing the economy. Policymakers are failing public schools and society



The fraudulent claims by policymakers and pundits that the United States is losing its economic competitiveness due to a failing education system continue unabated. However, the latest data on competitiveness suggest that it is poor economic policy, not education, that is holding back the economy.

Key words

The drumbeat of education failure has been ongoing since the passage of the No Child Left Behind Act of 2001 (NCLB, 2002). Education bureaucrats, pundits, business profiteers, and policymakers make fraudulent claims about how the performance of teachers, school administrators, students, higher education faculty, and parents are causing economic Armageddon for the United States. Policymakers and bureaucrats forewarn of impending doom and the need to save America's children from ineffective teachers and administrators through education corporatization, curricular standardization via Common Core State Standards, and national testing. But who is failing whom?
Previously I presented data that called into question the link between education output as measured on international tests in G7 countries and economic growth as measured by such indicators as per capita gross domestic product (GDP), overall GDP, purchasing power parity (PPP), and similar indicators (Tienken, 2013). I also presented data that suggest rankings on international tests do not predict a country's economic fortune in the G20 economic shark tank (Tienken & Orlich, 2013). Furthermore, I demonstrated with empirical evidence that students do quite well on international tests when one compares apples to apples based on poverty and childhood welfare indicators (Tienken, 20112012). The continued cries of education failure by those who view education from a profit margin standpoint do not hold up well to empirical scrutiny. In this article, I present rankings and data from the World Economic Forum (WEF; Schwab, 2013) that question the claims of cataclysmic U.S. economic performance and the accusation that educators, students, and parents are to blame for any economic shortcomings.
The World Economic Forum releases data yearly on the Global Competitiveness Index (GCI), a tool that measures the overall competitiveness of more than 145 national economies. The WEF (Schwab, 2013) defines competitiveness as
the set of institutions, policies, and factors that determine the level of productivity of a country. The level of productivity, in turn, sets the level of prosperity that can be reached by an economy. The productivity level also determines the rates of return obtained by investments in an economy, which in turn are the fundamental drivers of its growth rates. In other words, a more competitive economy is one that is likely to grow faster over time. (p. 4)
The WEF researchers rank countries' economies based on a set of “12 pillars” (Schwab, 2013, p. 4) of competitiveness. The pillars are (1) institutional environment, (2) infrastructure, (3) macroeconomic environment, (4) health and primary education, (5) higher education and training, (6) goods market efficiency, (7) labor market efficiency, (8) financial market development, (9) technological readiness, (10) market size, (11) business sophistication, and (12) innovation. The health and primary education pillar is made up of six indicators, only one of which is education related: primary education enrollment rate. The WEF calculates an overall GCI from the 12 pillars and also provides rankings for each pillar.
Every index has its weaknesses, and the GCI is no exception (Ensor, 2013). Among the potential weaknesses is the overall subjectivity of the rankings based on survey responses from business and governmental officials. As with all rankings, these should be interpreted with caution. I present rankings and data from the GCI as yet another set of data to be considered among other data I presented in the past. The GCI data should be interpreted along with other indicators, such as the World Competitiveness Rankings from the Institute for Management Development (IMD; World Competitiveness Center, 2013), Global Entrepreneurship and Development Index (Acs & Szerb, 2010), Global Creativity Index (Martin Prosperity Institute, 2011), and Global Innovation Index (Dutta & Lanvin, 2013) to either confirm or disconfirm the findings.
Since 1995 the United States ranked either first or second on the GCI 11 times and ranked in the top three of the world rankings 13 out of the last 19 years. The United States ranked seventh on the 2012–2013 list and fifth on the 2013–2014 list. The average ranking for the United States during the last 19 years is 2.89 out of 148 economies. The data suggest a rather robust economic record dating back almost two decades. For a point of reference, China ranked 29th during the last two years whereas Switzerland ranked first.
As noted earlier, there are 12 pillars that make up overall competitiveness. All the pillars are outside of the control of educators and are influenced more by industrial, health, trade, monetary, tax, and labor policies. According to the researchers at the WEF, the recent three-year slide of the United States in the rankings is attributed to political and regulatory factors, not education output from teachers and students. For example, the WEF (Schwab, 2012) explained the 2012 downward move of the United States to seventh place by stating:
The global economy faces a number of significant and interrelated challenges that could hamper a genuine upturn after an economic crisis … notably in the U.S. where political gridlock on fiscal tightening could dampen the growth outlook. (p. xiii)
Furthermore, the WEF researchers (Schwab, 2012) commented, “The political brinkmanship in the United States continues to affect the outlook for the world's largest economy” (p. 3). The comments by WEF researchers suggest that education pundits and bureaucrats should perhaps turn their attention inward to government policymakers instead of making fraudulent claims about public education.
Perhaps the most direct indictment of incompetence and ineptitude on the part of bureaucrats by WEF researchers (Schwab, 2012) was:
[S]ome weaknesses in particular areas have deepened since past assessments. The business community continues to be critical toward public and private institutions (41st). In particular, its trust in politicians is not strong (54th), perhaps not surprising in light of recent political disputes that threaten to push the country back into recession through automatic spending cuts…. A lack of macroeconomic stability continues to be the country's greatest area of weakness, 111th, down from 90th last year. (p. 21)
One of the most troubling comments to me was that no matter how well our children perform academically, policymakers seem to be sabotaging the economy from within with poor planning and lack of attention to sustainability issues. The WEF researchers provided a foreboding warning to tone-deaf politicians (Schwab, 2012):
The United States shows middling results in both social and environmental sustainability, which results in a slightly lower score in the sustainability-adjusted GCI than in the GCI itself. The country's social sustainability score is affected by increasing inequality and youth unemployment. However, it is the score in the environmental sustainability … that is a concern for the country's sustainable prosperity. (p. 60)
Finally, only 6.8% of GCI survey respondents in the United States cited an inadequately educated workforce as a major concern for future economic growth, whereas almost three times as many respondents were concerned with tax policy and inefficient government bureaucracy (Schwab, 2013).
The data presented in the 2013–2014 GCI report (Schwab, 2013) show that the United States ranked behind other industrial countries in areas that influence future economic growth—areas controlled by policymakers, not 2nd grade teachers or university professors. For example, the United States ranked 25th in protecting intellectual property rights behind such countries as Oman, the United Arab Emirates, and Qatar. The United States ranked 29th in diversion of public funds to corporations, friends, or private interests due to corruption, behind countries including Chile, Uruguay, and Rwanda. The United States ranked 50th for trust in politicians, behind Botswana, Iran, Vietnam, Kazakhstan, Malaysia, and China. In the area of irregular payments and bribes, the United States placed 38th, behind Georgia, Rwanda, Bahrain, and Estonia. Even in the area of judicial independence, the United States ranked lower than one would expect, given our rhetoric about liberty and justice for all: 32nd, tied with Rwanda and Kuwait, but below Saudi Arabia, Botswana, South Africa, and Oman.
U.S. government officials continue to fail the country in other ways. In the area of favoritism in decisions of government officials, the United States ranked 54th, behind Turkey, Iran, Liberia, Ecuador, Bolivia, Azerbaijan, and Indonesia—all countries that have been on the U.S. State Department travel watch list at one time or another. Nor is the U.S. government the bastion of transparent policy making, ranking 48th, behind China, Panama, Kazakhstan, and Armenia. The United States fell to the 19th position in quality of infrastructure, behind Oman, Portugal, and Singapore. I consider the quality of the electric supply important to economic success, but apparently policymakers do not because the United States ranked 30th, behind Slovenia, Czech Republic, Bosnia and Herzegovina, and Qatar. There are other indicators under the control of policymakers, but outside the control of educators, which influence economics that I can cite from the WEF, the Council on Competitiveness (2013), theInternational Monetary Fund (2013), and the World Bank (2013); but there is no need to belabor the point that educators do not control any of them.
Maybe policymakers and government bureaucrats should restore local control to U.S. public schools and allow community members to be the democratic overseers of the quality and finances like we have been since 1607. Clearly they have much more pressing issues to worry about in terms of their job performance than whether my child's kindergarten teacher has enough rigor in her classroom. There exists no independently verified empirical evidence that common core, uncommon core, no-core, national testing, international testing, or inter-galactic testing for that matter will fix our roads, give ethics to corrupt officials, feed or house our hungry and homeless children, or prevent inept policy making.
Policymakers' and bureaucrats' rankings on key areas of economic strength are obviously in need of attention and deserve closer scrutiny and oversight, and above all, accountability. Public school personnel are not failing the economy. Policymakers are failing public schools and society. Children residing in America deserve better.Economic Dominance with Political Incompetence - Kappa Delta Pi Record - Volume 50, Issue 1: