Category: Education

Americans Should Not Be Required to Join a Private Organization Against Their Will

(p. A15) I am one of 10 California teachers suing to end compulsory union dues in Friedrichs v. California Teachers Association, which will be heard by the Supreme Court Jan. 11. Our request is simple: Strike down laws in 23 states that require workers who decline to join a union to pay fees anyway. In our view, paying fees to a union should not be a prerequisite for teaching in a public school. No one in the U.S. should be forced to give money to a private organization he or she disagrees with fundamentally. Teachers deserve a choice.
. . .
I was a member of the union for years and even served as a union representative. But the union never played an important role in my school. When most teachers sought guidance, they wanted help in the classroom and on how to excel at teaching. The union never offered this pedagogic aid.
Instead, the union focused on politics. I remember a phone call I received before a major election from someone in the union. It was a “survey,” asking teachers whether they would vote for so-and-so if the election were held tomorrow. I disagreed with every issue and candidate the union was promoting. After that conversation, I thought about what the union represents. Eventually, I realized that my dues–about $1,000 a year–went toward ideas and issues that ran counter to my beliefs.
. . .
A Gallup poll last year found that 82% of the public agrees that “no American should be required to join any private organization, like a labor union, against his will.” That’s all we’re asking.

For the full commentary, see:
HARLAN ELRICH. “Why I’m Fighting My Teachers Union; I don’t want to be forced to pay for a political agenda I don’t support. Now the Supreme Court will rule.” The Wall Street Journal (Mon., Jan. 4, 2016): A15.
(Note: ellipses added, italics in original.)
(Note: the online version of the commentary has the date Jan. 3, 2016.)

Yamir Jackson-Adens on How You Learn

(p. B4) PHILANTHROPISTS have poured millions of dollars into improving education in the United States — paying for new buildings, buying new computers and even creating new charter schools.
Susan Crown, a member of the billionaire Crown family of Chicago, is trying something different. Two years ago, she began working with organizations that seek to foster character traits like grit, empathy and perseverance, which studies show can be determinants of future success.
But financing organizations that focus on social and emotional learning programs for disadvantaged children was just part of the effort. Ms. Crown said she also wanted to go deeper into understanding why some organizations succeeded so well.
, , ,
Yamir Jackson-Adens, 18, began going to the Philadelphia Wooden Boat Factory in eighth grade. Living in a poor section in the northeast part of the city, he said he had been bullied in elementary school, and he was still shy. The boat program intrigued him, even though he knew no one who owned a boat.
“In boat building, you learn stuff,” Mr. Jackson-Adens said. “You’re free to move. You don’t have a whole lot of restrictions. It’s more of a trial-and-error kind of thing. You learn from those mistakes. In school, if you fail, you’ve failed.”
. . .
Next fall, Mr. Jackson-Adens will be attending Colorado State University to begin studies that he hopes will lead to becoming a veterinarian.
“Boat got me into thinking outside the box,” he said. “It helped me adjust to different situations.”
That is a life skill anyone could use.

For the full story, see:
PAUL SULLIVAN. “A Philanthropist Drills Down to Discover Why Programs Work.” The New York Times (Sat., Feb. 6, 2016): B4.
(Note: ellipsis added.)
(Note: the online version of the article has the date Feb. 5, 2016.)

In India’s Public Education System, Teachers Are Often Truant

Matt Ridley has a chapter in his recent The Evolution of Everything, where he cites evidence the low quality of public education in much of the less-developed world. The quality is so low that many poor parents scrimp to pull together modest funds to send their children to modest private schools where the teachers actually show up.

(p. A1) DEORIA, India — The young man, having skipped school, was there to plead his case, but Manoj Mishra was having none of it. When the truant offered a letter from a relative of a government minister pleading for leniency, Mr. Mishra grabbed it and, with a frown, tore it in half and dropped it to the floor.

Similar scenes played out repeatedly in Mr. Mishra’s fluorescent-lit office recently, as one truant after another appeared before him, trying to explain an absence from school.
But these were not students who had been pulled in for truancy. They were teachers.
Mr. Mishra, a district education officer in India’s most populous state, Uttar Pradesh, is fighting one of the biggest obstacles to improving the largest primary school system in the world: absent teachers. His tough punishments and refusal to back down, chronicled in the local newspapers, have turned him into a folk hero. As he walks along the dusty streets of the wheat-farming villages a couple of hours’ drive from Nepal, older people touch his feet in a sign of respect. Young women pull out their phones and take selfies by his side.
When Mr. Mishra arrived in Deoria in 2014, 40 percent of the district’s teachers were absent on any given day from its 2,700 schools, he said in a recent interview. Nationwide, nearly 24 percent of rural Indian teachers were absent during random visits for a recent study led by Kar-(p. A6)thik Muralidharan at the University of California, San Diego. Teacher absences run as high as 46 percent in some states.
. . .
With the largest population in the world under the age of 35, India is trying to grow by leveraging what is often called the “demographic dividend.” To prepare more than 200 million primary school children for jobs in a modern work force, India passed legislation a decade ago that more than doubled education spending, increased teacher salaries and reduced class sizes.
But children’s already low performance has fallen. Pratham Education Foundation, a nonprofit that conducts an annual household survey, reported that in 2005 about 60 percent of fifth graders in rural India — where most people live — could read at a minimum second-grade level, but that in 2014 less than 50 percent could.
Teacher truancy is among the more prominent causes of that failure, experts say. Teaching jobs pay well and are sometimes obtained through political connections. But those who get them often do not want to travel to the remote areas where many schools are. In areas with weak local governance, not showing up has become the norm, and people feel powerless to complain.

For the full story, see:
GEETA ANAND. “Saturday Profile; Truant India Teachers, Meet Your Nightmare.” The New York Times (Sat., FEB. 20, 2016): A1 & A6.
(Note: ellipsis added.)
(Note: the online version of the story has the date FEB. 19, 2016, and has the title “The Saturday Profile; Fighting Truancy Among India’s Teachers, With a Pistol and a Stick.”)

The Ridley book mentioned above, is:
Ridley, Matt. The Evolution of Everything: How New Ideas Emerge. New York: Harper, 2015.

Hiring Based on What People Can Do, Instead of Their Credentials

(p. B4) Compose Inc. asks a lot of job applicants. Anyone who wants to be hired at the San Mateo, Calif., cloud-storage firm must write a short story about data, spend a day working on a mock project and complete an assignment.
There is one thing the company doesn’t ask for: a résumé.
Compose is among a handful of companies trying to judge potential hires by their abilities, not their résumés. So-called “blind hiring” redacts information like a person’s name or alma mater, so that hiring managers form opinions based only on that person’s work. In other cases, companies invite job candidates to perform a challenge–writing a software program, say–and bring the top performers in for interviews or, eventually, job offers.
Bosses say blind hiring reveals true talents and results in more diverse hires. And the notion that career success could stem from what you know, and not who you know, is a tantalizing one.
. . .
“We were hiring people who were more fun for us to talk to,” says Mr. Mackey. Trouble was, they were often a poor fit for the job, according to the CEO.
So the company, which was acquired by International Business Machines Corp. last year, added an anonymous sample project to the hiring process. Prospective hires spend about four to six hours performing a task similar to what they would do at Compose–writing a marketing blog post for a technical product, for example.
. . .
The sample projects have unearthed hires who have turned out to be top performers, says Mr. Mackey.

For the full story, see:
RACHEL FEINTZEIG. “Why Bosses Are Turning to ‘Blind Hiring’.” The Wall Street Journal (Weds., Jan. 6, 2016): B4.
(Note: ellipses added.)
(Note: the online version of the article has the date Jan. 5, 2016, and has the title “The Boss Doesn’t Want Your Résumé.”)

“Hey You, Get Busy” Bolted in Place

(p. D8) Most scientists rely on grants from the federal government and private foundations to finance their work. Michael W. Davidson turned to neckties.
Mr. Davidson, who died on Dec. 24 [2015] at 65, used sophisticated microscopes to create stunning, psychedelic images of crystallized substances like DNA and hormones, and he contributed to Nobel Prize-honored research about the inner workings of cells. His images were on the covers of scientific journals and, as unlikely as it might seem, on neckwear.
They found their way into men’s apparel in the early 1990s, when Mr. Davidson called Irwin Sternberg, the president of the necktie company Stonehenge Ltd., proposing a series of ties using his ultramagnified, wildly colorful images of vitamins. Mr. Sternberg, though skeptical, agreed to take a look.
“When I saw Michael’s work, I started to think I couldn’t get a designer more talented,” Mr. Sternberg said in an interview.
Stonehenge released a line of “vitamin ties” in September 1993. A year later, neckties with Mr. Davidson’s images of moon rocks were released on the 25th anniversary of Apollo 11, the first manned lunar mission. Ties with images of cocktails, beer and wine followed. Millions of ties were sold, and a slice of the profits — millions of dollars — went to charity. Mr. Davidson’s share went to his laboratory work at Florida State University in Tallahassee.
. . .
Mr. Davidson started college at Georgia Southern University, then attended Oglethorpe University in Georgia before earning a chemistry degree at Georgia State.
He arrived at Florida State in the early 1980s as a graduate student. He quit to start a business chrome-plating auto parts.
A few years later, Mr. Davidson returned to Florida State as a microscopy technician for a materials research laboratory. “He just came in and said, ‘I think there are things we can do,’ and he got hired,” said Kirby Kemper, a retired Florida State physics professor who was then associate chairman of the physics department.
To produce his work, Mr. Davidson hired an army of assistants. Some were undergraduates. Others were out of school with no credentials in the field. But the work helped propel many of them to successful jobs in academia and industry.
Eric Clark had been a nurse when Mr. Davidson hired him as an assistant in 1999. Now, as an application developer, he is continuing Mr. Davidson’s educational website and scientific illustration operations. (The molecular biology laboratory was disbanded.)
Mr. Davidson worked seven days a week, and he expected the same of the people who worked with him. On his door was a large metal sign that said, “Hey you, get busy.” MagLab officials told him to take it down. Mr. Davidson bolted it in place, and it is still there.

For the full obituary, see:
KENNETH CHANG. “Michael W. Davidson, 65, a Scientist Who Had an Artist’s Eye for Detail.” The New York Times (Sat., JAN. 16, 2016): D8.
(Note: ellipsis, and bracketed year, added.)
(Note: the online version of the obituary has the date JAN. 12, 2016, and has the title “Michael W. Davidson, a Success in Microscopes and Neckwear, Dies at 65.”)

North Dakota Plans a Drone Silicon Valley

For many years state governments and universities have been trying to plan the creation of new Silicon Valleys in their own backyards. Success has been elusive. Now North Dakota is tying to create a drone Silicon Valley. My take: Silicon Valleys cannot be planned, though they can be encouraged by low taxes and limited regulations.

(p. A1) FARGO, N.D. — “California and New York want what we’ve got,” said Shawn Muehler, a 30-year-old Fargo resident, gazing at a horizon of empty fields, silos, windbreak trees and hardly any people. A winged craft traces the air, mapping a field with pinpoint accuracy for his start-up, a drone software company called Botlink. “They like drones, but they’ve got a steep learning curve ahead.”

For years, entrepreneurs have come here to farm and to drill for oil and natural gas. Now a new, tech-savvy generation is grabbing a piece of the growing market for drone technology and officials want to help them do it here, where there is plenty of open space and — unlike in other sparsely populated states — lots of expertise already in place.
Silicon Valley has the big money and know-how, Mr. Muehler and others say, but North Dakota can take unmanned aerial vehicles, as the officials prefer to call drones, from a fast-growing hobby to an industry. And just as Silicon Valley got its start with military contracts, entrepreneurs and cooperative universities, they believe they can do the same with drones.
“The potential up here is tremendous,” said Jack Dalrymple, the state’s governor. “It’s not about supporting a company or two; it’s creating the leading edge of an industry.”
North Dakota has spent about (p. B7) $34 million fostering the state’s unmanned aerial vehicle business, most notably with a civilian industrial park for drones near Grand Forks Air Force Base. The base, a former Cold War installation, now flies nothing but robot aircraft for the United States military and Customs and Border Protection.

For the full story, see:
QUENTIN HARDY. “A Silicon Valley for Drone Craft in Great Plains.” The New York Times (Sat., DEC. 26, 2015): A1 & B7.
(Note: the online version of the story has the date DEC. 25, 2015, and has the title “A Silicon Valley for Drones, in North Dakota.”)

Affirmative Action Reduces Number of Black Scientists

Malcolm Gladwell, in chapter three of David and Goliath, persuasively argues that science students who would thrive at a solid public university, may be at the bottom of their class at Harvard, and in discouragement switch to an easier non-science major. Gladwell’s argument has implications for affirmative action, as noted by Gail Heriot in the passages quoted below.

(p. A13) . . . , numerous studies–as I explain in a recent report for the Heritage Foundation–show that the supposed beneficiaries of affirmative action are less likely to go on to high-prestige careers than otherwise-identical students who attend schools where their entering academic credentials put them in the middle of the class or higher. In other words, encouraging black students to attend schools where their entering credentials place them near the bottom of the class has resulted in fewer black physicians, engineers, scientists, lawyers and professors than would otherwise be the case.

But university administrators don’t want to hear that their support for affirmative action has left many intended beneficiaries worse off, and they refuse to take the evidence seriously.
The mainstream media support them on this. The Washington Post, for instance, recently featured a story lamenting that black students are less likely to major in science and engineering than their Asian or white counterparts. Left unstated was why. As my report shows, while black students tend to be a little more interested in majoring in science and engineering than whites when they first enter college, they transfer into softer majors in much larger numbers and so end up with fewer science or engineering degrees.
This is not because they don’t have the right stuff. Many do–as demonstrated by the fact that students with identical entering academic credentials attending somewhat less competitive schools persevere in their quest for a science or engineering degree and ultimately succeed. Rather, for many, it is because they took on too much, too soon given their level of academic preparation.

For the full commentary, see:
GAIL HERIOT. “Why Aren’t There More Black Scientists? The evidence suggests that one reason is the perverse impact of university racial preferences.” The Wall Street Journal (Thurs., Oct. 22, 2015): A13.
(Note: ellipsis added.)
(Note: the online version of the commentary was updated on Oct. 21, 2015.)

Heriot’s report for the Heritage Foundation, is:
Heriot, Gail. “A “Dubious Expediency”: How Race-Preferential Admissions Policies on Campus Hurt Minority Students.” Heritage Foundation Special Report #167, Aug. 31, 2015.

Gladwell’s book, mentioned above, is:
Gladwell, Malcolm. David and Goliath: Underdogs, Misfits, and the Art of Battling Giants. New York, NY: Little, Brown and Company, 2013.

Top College Football Programs “Do a Little Education on the Side”

(p. C7) When it is reported that the University of Alabama pays its head coach an annual salary of $6.5 million a year, or that the University of Oregon erected a $42 million academic support center for it players, or that the University of Texas assesses its fans as much as $20,000 in the form of “seat donations” for preferred locations, it is clear that college football is no longer just a game.
Gilbert M. Gaul contends precisely that in his persuasive new book, “Billion-Dollar Ball: A Journey Through the Big-Money Culture of College Football.” . . . the elite college football programs have become a (sic) “giant entertainment businesses that happened to do a little education on the side,” . . .
. . .
Given the revenue streams that winning programs generate year in and year out, it is easy to see why college administrators are drawn in by the siren call of football. But Mr. Gaul leads the chorus of those who are beyond dismayed by this juxtaposition of priorities. In the more than a decade that has passed since Mr. Gaul, who has won two Pulitzer Prizes, began collecting data on the economics of college football as a reporter for The Philadelphia Inquirer, he asserts that the staggering revenues of the 10 largest football programs has come largely at the expense of the academic mission.
At Texas, Michigan, Auburn, Alabama, Georgia, Florida, Penn State, Notre Dame, Louisiana State University and Arkansas, revenues have increased to $762 million from $229 million from 1999 to 2012. That is a whopping 233 percent increase. Mr. Gaul observes that during this period “profit margins had ballooned to hedge-fund levels,” generated by television broadcast rights, luxury suites, seat donations and corporate advertising. Mr. Gaul reports that the big universities “have netted 90 percent of all the new money that has flowed into college football the last decade or two.”

For the full review, see:
MARK KRAM Jr. “Books of The Times; A Sport’s Most Alluring Statistic Is Found on the Balance Sheet.” The New York Times (Weds., AUG. 26, 2015): C4.
(Note: ellipses added.)
(Note: the online version of the review was updated on AUG. 25, 2015, and has the title “Books of The Times; Review: ‘Billion-Dollar Ball’ Explores the Economics of College Football’s Top Programs.”)

The book under review, is:
Gaul, Gilbert M. Billion-Dollar Ball: A Journey through the Big-Money Culture of College Football. New York: Viking, 2015.

Comedians Censored on College Campuses

(p. A3) Stars such as Chris Rock and Jerry Seinfeld have said they don’t play college shows anymore because the audiences are too easily offended. Schools now often have contracts that forbid performers from using certain words or even broaching entire subjects.
. . .
Alvin Williams, who is from Chicago, said he did some college shows this year, after largely swearing off them for cruise ships about three years ago. He had been doing a lot of what he regarded as G-rated material, but was shocked to find even that could be offensive on campus.
“I’d never thought I’d see the day when family-friendly material is not appropriate for college kids,” said Mr. Williams.
. . .
Mr. Williams said he no longer mimics Indian or Chinese accents or tells jokes about camels. He believes the only reason Apu, the Indian convenience-store owner on the television show “The Simpsons,” still exists is because he has been grandfathered in and audiences are used to him.
The increasing sensitivity is being driven by peer pressure, Mr. Williams said. “They think, if I’m not offended by this then I’m not a good friend,” he said. “If I tell a joke about black people, whites are more likely to get more offended.”
Mr. Williams, who is black, refuses to jettison all his racial material, but is more apt to focus the joke on himself. One of his favorites: “I hate stereotypes with a passion,” he deadpans. “The problem is I love fried chicken.”

For the full story, see:
DOUGLAS BELKIN. “Comedy at College Is Often No Laughing Matter.” The Wall Street Journal (Fri., Nov. 13, 2015): A3.
(Note: ellipses added. The online version of the article is much longer than the print version. A couple of the paragraphs quoted above, appear only in the online version.)
(Note: the online version of the story has the date Nov. 12, 2015, and has the title “For Stand-Up Comedians, Shows on Campus Are Often No Joke.”)

Professors Oppose Diversity by Discriminating Against Conservatives

(p. A23) One of the great intellectual and moral epiphanies of our time is the realization that human diversity is a blessing. It has become conventional wisdom that being around those unlike ourselves makes us better people — and more productive to boot.
Scholarly studies have piled up showing that race and gender diversity in the workplace can increase creative thinking and improve performance. Meanwhile, excessive homogeneity can lead to stagnation and poor problem-solving.
Unfortunately, new research also shows that academia has itself stopped short in both the understanding and practice of true diversity — the diversity of ideas — and that the problem is taking a toll on the quality and accuracy of scholarly work. This year, a team of scholars from six universities studying ideological diversity in the behavioral sciences published a paper in the journal Behavioral and Brain Sciences that details a shocking level of political groupthink in academia. The authors show that for every politically conservative social psychologist in academia there are about 14 liberal social psychologists.
Why the imbalance? The researchers found evidence of discrimination and hostility within academia toward conservative researchers and their viewpoints. In one survey cited, 79 percent of social psychologists admitted they would be less likely to support hiring a conservative colleague than a liberal scholar with equivalent qualifications.

For the full commentary, see:
Arthur C. Brooks. “Academia’s Rejection of Diversity.” The New York Times (Sat., OCT. 31, 2015): A23.
(Note: the online version of the commentary has the date OCT. 30, 2015.)

The Behavioral and Brain Sciences article mentioned above, is:
Duarte, José L., Jarret T. Crawford, Charlotta Stern, Jonathan Haidt, Lee Jussim, and Philip E. Tetlock. “Political Diversity Will Improve Social Psychological Science.” Behavioral and Brain Sciences 38 (Jan. 2015) DOI: http://dx.doi.org.leo.lib.unomaha.edu/10.1017/S0140525X14000041

Skills Gap Is Bigger Labor Market Problem than Technology Progress

(p. A17) Technology disrupting the workforce is not a new phenomenon and it has never proved a lasting impediment for those eager to work. The invention of, say, the internal-combustion engine put buggy-whip makers and carriage assemblers out of business, but it created many more jobs in the manufacture, advertising, sales and maintenance of automobiles. Other technologies, from the cotton gin to the airplane, expanded job opportunities and created goods and services that made the hard work worthwhile.
What is unique about today’s digital revolution is the suspicion, fanned by progressives, that for the first time technology threatens to make obsolete not only some jobs–as assembly-line robotics has, for instance–but human labor itself.
. . .
That poor schooling, and not some intrinsic human limitation, is the real barrier to full employment seems to be borne out by what economists call the “skills gap.” More than nine million Americans are currently looking for work, but 5.4 million job openings continue to sit unfilled, according to the Bureau of Labor Statistics. Most of the largest increases have been in health care or professional and business services.
In a recent study by the large U.S. online job site, CareerBuilder, more than half the employers surveyed had positions for which they could not find qualified candidates: 71% had trouble finding information-technology specialists, 70% engineers, 66% managers, 56% health-care and other specialists, and 52% financial operations personnel. Nearly half of small and medium-size employers say they can find few or no “qualified applicants” for recent vacancies, according to the latest survey by the National Federation of Independent Businesses.
With the Labor Department conceding that help-wanted postings have “remained at a historically high level,” this is the time not to rail against technology but to use it to make education more effective: gearing coursework to the learning styles of individual students, identifying and remedying disabilities early on, and providing online access to the best classes in the world.

For the full commentary, see:
LEWIS M. ANDREWS. “Robots Don’t Mean the End of Human Labor; The left frets about the impact of technology, but new jobs will be created. The real problem is bad schools.” The Wall Street Journal (Mon., Aug. 24, 2015): A13.
(Note: ellipsis added.)
(Note: the online version of the commentary was updated on Aug. 23, 2015.)