Tag Archives: accountability

Putting Profits Before People

It is really, really difficult to mount effective opposition to even the stupidest, craziest policies of the Trump Administration, because there are so many of them. From the environment to the social safety net to the rule of law, the attacks just keep coming.

So if you haven’t heard about the variety of ways in which Betsy DeVos is protecting her for-profit pals while screwing over taxpayers, students and public schools, that’s unfortunate but entirely understandable.

Lest Betsy get buried in this administration’s growing mountain of excrement, let me share one  decision that highlights her priorities–priorities that perfectly align with those of her fellow Trumpian plutocrats.

Courtesy of the Brookings Institution, we learn

On a Friday in mid-August, Education Secretary Betsy DeVos quietly announced that she would abolish the Obama administration’s gainful employment (GE) regulation–a safeguard that protected students from for-profit career programs that left graduates with poor job prospects and unmanageable student debt.

Her decision means that hundreds of thousands of our nation’s students–chiefly minority students, single moms, veterans, dislocated workers, and working adults–will now be trapped in low-performing for-profit programs and burdened with unaffordable and often life-limiting debts. Her regulatory rollback marks a betrayal not only of our nation’s most vulnerable students, but an abandonment of traditional conservative principles about institutional accountability for taxpayer dollars.

You have to read this jaw-dropping description of how the Department of Education “oversees” for-profit institutions to see just how far this purportedly “conservative” administration has strayed from what used to be bedrock conservative dogma.

To see just how extreme Secretary DeVos’s departure is from conservative principles, we ask this litmus test question: What would it take for a career education program to lose its eligibility for federal student aid under Secretary DeVos’s plan? The answer: A for-profit institution cannot lose its financial lifeline, no matter how poorly it performs its statutory mission to train students for gainful employment in a recognized occupation. One hundred percent of students can drop out of their career program, or not a single graduate could land a job in their field of training, and still the federal government would be willing to keep the taxpayer money pipeline of federal student loans and Pell Grants flowing unabated to the school. It’s a federal free-money plan—“accountability” stripped of consequences.

When I characterize DeVos’ approach as a departure–a U turn!– from what used to be GOP orthodoxy, I’m not exaggerating. In my wildest imagination, I never thought I would point to Bill Bennett–a blowhard I detested–as an example of “doing it right.” (But then, I wouldn’t have believed that I would look back at George W. Bush with something close to fondness, either…)

Bennett, as most of you probably remember, headed up DOE under Saint Ronald Reagan.

When he realized that numerous for-profit colleges were performing abysmally, he proposed new regulations that forced more than 2,000 postsecondary institutions to immediately face a hearing to determine whether their default rate on federal student loans was over 20%. If it was, their participation in federal student aid programs was limited, suspended, or terminated. Bennett especially blasted shoddy trade school programs, calling their “pattern of abuses” “an outrage.”

Then there was Lamar Alexander, also a Republican. He spearheaded the 1992 amendments to the Higher Education Act (HEA), under which postsecondary institutions lost their eligibility for federal student aid if their student default rates exceeded 25 percent for three consecutive years. By 2000, more than a thousand postsecondary schools lost their eligibility–and more than 80% of them were for-profit.

When a political party reverses its longstanding position on an issue, the obvious question is why.

The first and most important cause of the Republican retreat from accountability is the growing power of the for-profit college lobby. By 2005, the eight largest for-profit college chains had a combined market value of $26 billion. For-profit colleges, which always had aggressive lobbying operations, started donating much more money to congressional representatives and switched more of their giving from Democrats to Republican lawmakers. When the Obama administration released its final GE rule, the for-profit lobby donated twice as much to Republican lawmakers ($1.17 million) as to Democratic lawmakers ($583,000).

You really need to read the entire report. And weep.

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Local Journalism Matters–And We’re Losing It

Ever since the 2016 Presidential election, most Americans who follow the news have been fixated on Washington, D.C., and the antics of our increasingly surreal federal government. That’s entirely understandable–but while we’ve been tuning in to the national soap-opera, we have continued to lose track of equally important matters closer to home.

Americans depend upon local news sources–newspapers, broadcast news organizations–to tell us what is happening in our communities. How is local government responding to challenges from potholes to policing? How is the local school board addressing deficits in civics education? Is the Secretary of State purging voter rolls, and if so, is that process being handled properly or with partisan intent?

The measures taken by our state legislatures and City Councils affect us more dramatically and immediately than even Trump’s disasters (assuming he doesn’t blow up the world). Recently, the Shorenstein Center held a symposium exploring the continued loss of local news and the consequences of that loss.

When Setti Warren first took office as mayor of Newton, Massachusetts in 2010, the local paper, the Newton Tab, had an editor, a publisher and two reporters dedicated to covering the mayor’s office.  When he left office after his second term in 2018, the paper had lost its editor; its one remaining reporter covered multiple cities. Also during this time, the Boston Globe eliminated its regional editions, including the Globe West, which covered Newton and other parts of the MetroWest region.

The problem isn’t limited to Newton, Massachusetts.

Nationwide, many local news outlets have shuttered entirely – a March 2018 study published in the Newspaper Research Journal finds that from 2004 to 2015, the U.S. newspaper industry lost over 1,800 print outlets as a result of closures and mergers. As Warren suggested, this portends danger — studies show that areas with fewer local news outlets and declining coverage also have lower levels of civic engagement and voter turnout.

Lack of local news can occur without the complete shuttering of a local newspaper; here in Indianapolis, the Star now devotes its (dwindling) column inches primarily to sports and “the bar beat.” Coverage of city hall and the statehouse is sporadic and woefully inadequate.

As I noted in a previous blog, lack of local journalism doesn’t simply frustrate accountability; it even translates into higher costs for taxpayers. “Due diligence” by institutions that purchase municipal bonds  includes investigation of the fiscal probity of the issuer. When no local journalists are covering city hall, buyers demand a higher interest rate to offset the increased risk of the unknown.

At the symposium, Mayor Warren was blunt:

I am gravely concerned about the fact that we don’t have journalists covering city hall, policy decisions, political decisions in an in-depth way, because the citizenry of my own hometown, Newton, Mass., as well as the citizens of the Commonwealth, if they don’t have the facts, they can’t make sound decisions on what directions they want their politicians to go in. So if there’s an absence of good investigative journalism, and there’s a vacuum of having data and facts and reporting, what could get filled into that vacuum is information that is not accurate. Misinformation, disinformation and opinions, not straight reporting. So we are in danger, at the local level, at the state level, and certainly at the national level if we don’t have journalists on the ground doing the interviews, double, triple checking sources. We’re not going to make sound decisions on our policy, whether it’s housing, education, transportation or the ability to protect.

In the absence of good information, a dangerous combination of social media, special interests and people who simply have an ax to grind will fill the void, making it nearly impossible to deliver genuinely responsive governance.

Without legitimate journalism–what has been called the “journalism of verification”–we can’t hold elected or appointed officials accountable.

When no one is watching the store, it’s easy to rob.

When no one is watching government, taxpayers, too, can be robbed. Even under the “best case” scenario, however, if no one is watching, it won’t function properly.

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Why News Matters

Regular readers of this blog know that I am semi-obsessed with civic literacy–with the level of civic knowledge necessary to the operation of a representative democracy. And it could hardly have escaped notice that I’ve been pretty hard on what passes for media these days.

The two issues are inextricably entwined. We depend upon verifiable, credible journalism to inform us about our government and to allow us to hold our elected officials accountable.

My belief about the importance of this relationship has recently been confirmed by Pew.

The relative decline of local news — a result of slashed budgets and staffs at newspapers, where the majority of original reporting is still generated — has been an area of grave concern for members of the media as well as everyone who cares about civic health, from policymakers and social scientists to community groups and citizens. A lot of inputs are required to keep communities vibrant, and widely disseminated factual information — a common set of issues and understandings — turns out to be a key ingredient. The Federal Communications Commission spelled out some of these dynamics in its comprehensive 2011 report “Information Needs of Communities.
Academic research backs up these concerns, too. A 2014 study by Lee Shaker of Portland State University, “Dead Newspapers and Citizens’ Civic Engagement,” finds that at the national and local level there is a positive relationship between newspaper readership and civic engagement as measured by contacting or visiting a public official; buying or boycotting certain products or services because of political or social values; and participating in local groups or civic organizations such as the PTA or neighborhood watch. Likewise, a recent paper by Danny Hayes of George Washington University and Jennifer L. Lawless of American University, “As Local News Goes, So Goes Citizen Engagement: Media, Knowledge and Participation in U.S. House Elections,” notes important implications for democracy: “Citizens exposed to a lower volume of coverage are less able to evaluate their member of Congress, less likely to express opinions about the House candidates in their districts, and less likely to vote.”
The million-dollar question, of course, is: What do we do about this situation?
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The Devil in the Details…..

Charter schools have become the flavor of the day for education reformers, and they clearly have some virtues. Unlike voucher programs that divert public school resources to private and parochial schools, charters are public schools, although operating under more flexible guidelines than their more traditional counterparts.

Philosophically, I have no quarrel with charter schools. (I have big problems with vouchers.) But I do have real issues with the very American tendency to prescribe one-size-fits-all solutions to complicated problems, and too many people have decided that charters are that quick and easy solution.

Charters were initially designed to be experimental–to try new approaches, to innovate in the classroom–and to offer parents a wider array of choices of educational philosophy. So far, so good. But as charters have proliferated without much in the way of accountability or evaluation, some of the reasons we need to tread with caution have emerged.  When Indianapolis’ Project School was closed for failure to perform, for example, parents who had chosen the school and were invested in its approach were furious and their children were uprooted. Ball State University, which had chartered some 20 schools, abruptly closed seven of them, with equally disruptive results.

And then there’s this…

While public schools must provide due process to students when making decisions about suspensions or expulsions, most states exempt charter schools from school district discipline policies. This lack of protection may have enabled some charter schools to suspend and expel students at much higher rates than their public counterparts. In San Diego, Green and his coauthors report, the city’s 37 charter schools have a suspension rate twice that of the public schools, while in Newark, the suspension rate in charter schools is 10 percent, compared to 3 percent for the city’s public schools….

It’s not just discipline, though; charter schools may be exempt from constitutional protections in areas like search and seizure and the exercise of religion. It’s obviously one thing for a Catholic school to require religion classes, but does the same logic apply to a charter school like Arizona’s Heritage Academy, which last month was criticized by Americans United for the Separation of Church and State for requiring 12th graders to read books claiming that God inspired the drafting of the Constitution.

So often, it isn’t what we choose to do. It’s how we choose to do it.

Charter schools–properly conceived, prudently financed and carefully monitored–can be part of the solution to our education woes. But they are not–and cannot be– a substitute for the hard work of fixing our public school systems.

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Testing….1,2,3…Testing

I’ve been watching school reform efforts for several years now, and I’m depressed.

Most of the organizations that have formed to improve our public schools are populated by wonderful, well-meaning people, and most of the men and women who have chosen to teach in those schools are caring, dedicated professionals. So you’d think they would all be talking to each other and working together to identify and eliminate the barriers to better schools.

Instead, they seem to be at war with each other.

Now, I understand that focusing on common goals has been made more difficult by  the “take no prisoners” attitudes of ideologues like the departed-but-certainly-not-missed Tony Bennett, whose arrogance and autocratic tactics created a backlash of resentment among the teachers he regularly and unfairly bashed. (It shouldn’t surprise us when people who’ve been told they are overpaid and underperforming nitwits are unenthusiastic about collaborating with those who leveled the accusations.) But Bennett and his equally tone-deaf boss are gone, and the folks on the front lines–the teachers–need to help the real reformers understand what they need.

I haven’t been a high school teacher for nearly 50 years; neither do I have mastery of the reform literature. I’m just an interested observer who believes that public education is an immensely important public good, so you should take the following observations with the appropriate amount of salt.

Reformers are absolutely right to want teacher accountability. But teachers are absolutely right that high-stakes testing is not accountability.

Testing to figure out what kids know is a time-honored necessity; testing as a way to evaluate teacher performance is deeply problematic. For one thing, poor people move so frequently that turnover in many inner-city schools exceeds 100% during the school year, and the kids being tested at the end of the year aren’t the same kids who were tested at the beginning. Tests in such classrooms are meaningless.

Even in more stable environments, the current testing regime does significant damage–to students, who are being taught that there is always a “right” answer, and to teachers who are forced to focus their efforts on the subjects being tested and neglect other, equally important lessons. Furthermore, years of research demonstrate that more affluent kids test better for lots of reasons unrelated to the quality of classroom performance. If teachers are going to be evaluated and paid based upon test results, a lot of good teachers are going to leave the poorer schools that need them most and head for precincts where the students are better off and easier to teach.  (And yes, I know the theory is that we are testing for improvement, not absolute knowledge, but that theory is too often just that–theoretical.)

Here’s a heretical thought: before we engage in programs to assess accountability, let’s see if we can achieve agreement on what we mean by “education” and “quality instruction.” In other words, let’s be sure we know what instructors are supposed to be accountable for.

Too many of the self-styled “reformers” (not all, but too many) equate education with job training and quality instruction with (easy to test) rote learning.  For that matter, too many teachers agree with those definitions.

The people who genuinely want to improve public education–and there are a lot of them in both reform organizations and classrooms–  start by tackling the hard questions: what do kids really, really need to know in order to function in 21st Century America? What skills are essential? What are the barriers to imparting that information and those skills?  What additional resources do poorer kids need?  How much money does it take to provide a  good education, and how much does ignorance cost us?

Here’s how you can separate out the genuine education reformers from the ideologues and shills: real reformers understand the importance of public education’s civic mission. Because they understand the constitutive function of the public schools–because they understand that education is more than just another consumer good–they want to fix public education by working with teachers and parents and policymakers to make our public school systems work.

The genuine reformers aren’t the ones insisting that we  privatize or abandon those schools.

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