Archives for category: Education Industry

Just when you thought you had heard every twist and turn in Charter World, along comes another bizarre story. The Utah State Charter Board ordered the replacement of every member of a polygamy charter school.

WEST VALLEY CITY, Utah (KUTV) — In a dramatic move, the Utah State Charter School Board ordered Vanguard Academy to replace all seven members of its school board. In addition, the USBE will appoint a temporary director to work with the current director.

Vanguard is affiliated with the Kingston polygamist group, known as “The Order.” In a 2020 investigation, Crisis in the Classroom revealed the school regularly hires Kingston-connected businesses and pays them with taxpayer dollars. We found the board is made up almost entirely of Kingston family members. We also found that a Kingston-related business owner won the school’s lucrative contract to feed the students.

Filippa Mannerheim is a Swedish high school teacher and a critic of Sweden’s experiment in school privatization.

She writes.

Dear Sweden, let me tell you what a school is.

A school educates and dares and can demand effort. Sweden has forgotten what a school is. High school teacher Filippa Mannerheim gives a lesson to a country that has lost its grip.

Dear Sweden, since you seem to have completely lost your composure, here is a short, educational guide to help you along in your confused state.

Sweden, let me tell you what school is: A school is an academic place for knowledge and learning. A school is the nation’s most important educational institution with the aim of equipping the country’s young citizens with knowledge and abilities, so that they can develop into free and independent individuals, protect the country’s democratic foundations and with knowledge and skills contribute to the country’s continued prosperity – in times of peace as well as in troubled times .

A school is not a joint-stock company with profit as the main incentive. A school is a joint community building. A school has educated, subject-knowledgeable, qualified teachers with high status, good working conditions and great professional freedom. These teachers teach the country’s children in the country’s language.

A school has employed – not hired – resource staff: special teachers, school nurse, study and vocational guidance counselors, IT staff, janitors. A school does not have non-qualified persons behind the chair.

A school gives children who are falling behind extra support from trained special teachers. A school does not hand out digital tools or ineffective adaptations as substandard substitutes for extra support, just because it is cheaper.

A school has appropriate premises: adequately sized classrooms, an auditorium, a sports hall, a music hall, a home economics room with a kitchenette, crafts and lab rooms. A school has adequate equipment for theoretical and practical teaching, such as musical instruments, craft tools, laboratory equipment, teaching aids, working IT equipment and large amounts of fiction in class sets.

A school has a school library with trained librarians who keep an eye on the world, buy books, hold book talks and contribute with unique expertise in fiction and non-fiction, information search and source criticism. A school does not have a repository of some randomly selected books donated by parents and call this a “school library”. A school library is not “access to a public library”.

A school has a large school yard where children can jump rope, jump fence, play football, play marbles, play ghost ball, King and run around. A school yard is not a paved patch outside an apartment building.

A school is an architectural building – a proud landmark – adapted to a unique activity, namely teaching the country’s children. A school is not a bicycle cellar or an industrial premises where students get “theoretical skills” or a gym card at Sats, which is called “sports education” because it is cheaper.

A school is not a private playground for calculating corporate groups and corrupt ex-politicians who want to make a career in business. If you think so, you have seriously misunderstood what school is.

A school sells nothing because knowledge cannot be sold or bought. A school has a canteen that serves a well-planned lunch based on the Swedish Food Agency’s guidelines for a good and nutritious meal. A school does not send teenagers out to buy their daily lunch at a hamburger chain using a food stamp.

A school does not compete with other schools for school fees or easily taught students. A school has no incentive to set satisfaction ratings, as rating is a pressure-free exercise of authority – not a means of competition and a way to fish for new school customers.

A school educates and dares and can demand effort. A school is a community foundation, not a sandwich board for demanding parental customers. A school has an obvious consensus on what knowledge is and how it is taught using methods that rest on a scientific basis.

A school has teachers who conduct well-planned teaching, not teachers who send students home with work that parents are expected to help with in order for the school’s profit to be greater. A school has teachers who see themselves as academics and public servants, not marketers and influencers who hawk vacuum cleaners with the help of their students via Instagram accounts.

A school is an area where politicians strive for cooperation, long-termism, stability and the best interests of the citizens. A school is not allowed to become a bat in national political debates about cap issues or grades from year 4. The word “school” and “lobbyism” are never used in the same sense. A school system without a market is not a “communist government”.

We live in a country that has lost all understanding of what school is. We live in a country where the politicians have let go of the country’s own school system and are selling it off, piece by piece, to international companies.

We live in a country where students and parents get an image that school can be anything, however, anywhere and an image of themselves as school customers instead of parents and students. This is dangerous for the individual but even more dangerous for the nation at large.

Sweden, now you know what school is. What do you do with that knowledge?

By Filippa Mannerheim

Filippa Mannerheim is a high school teacher in Swedish and history, as well as a school debater. She attracted a lot of attention in the winter of 2020 with her open letter to Sweden’s Riksdag politicians on Expressen’s culture page, “Swedish school is a shame – you politicians have failed”.

Connecticut Member of Congress Rosa De Lauro is chair of the House Appropriations Committee, one of the most powerful members of Congress. She is a staunch friend of working people and public schools.

WASHINGTON, DC – Chair of the House Appropriations Committee Rosa DeLauro (CT-03) today released a statement following President Biden’s announcement of his student debt plan.

“Americans are living paycheck to paycheck. The biggest corporations are using their money to rig the game, and costs are on the rise.

“I applaud President Biden for taking a necessary step today to level the playing field for working Americans by cancelling $10,000 in student debt for borrowers who earn under $125,000 a year and up to $20,000 for Pell Grant recipients. This will completely wipe out debt for millions of borrowers and give many the economic security they need to invest in a small business, buy a home, or simply just take care of their families.

“Today’s announcement builds on historic actions by the Biden administration to provide student debt relief to borrowers in need. By discharging loans for borrowers ripped off by for-profit colleges, making administrative improvements to the Public Service Loan Forgiveness Program, and canceling loans for permanently disabled borrowers, the President has already approved $36 billion in student loan relief. In addition, the Biden administration is drafting improvements to income-driven repayment programs, including proposals I have pushed for in my Affordable Loans for Any Student Act, so that no borrower has to struggle to make monthly payments.

“Democrats in Congress and President Biden are delivering on commitments to make college more affordable, make student loan repayment manageable, provide relief for those in need, and hold predatory colleges accountable for ripping off students. Americans need a government that works for working families and the vulnerable – not one that answers to the wealthiest and biggest corporations. Today’s announcement is a huge step toward dealing working Americans back in.”

 

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delauro.house.gov

Pastors for Texas Kids is sponsoring two discussions TODAY about public schools, in Lubbock and Amarillo.

PUBLIC EDUCATION
AND YOU


Front Runners for Texas
Lt. Governor Q&A

Amarillo registration here: https://bit.ly/3QjZDyi
Lubbock registration here: https://bit.ly/3AcGTdb

Mike Collier is confirmed for both cities. No response from Dan Patrick after multiple messages to his staff.

Peter Greene, retired teacher and brilliant writer, explains the real goals of the school choice movement, and how its rhetoric has shifted over the years from “saving children” to destroying public schools.

He writes:

A quick summary of the history, so far, of pro-choice arguments. Because if it seems like they keep shifting, well, there’s a reason.

If you’re old enough, you may remember a time when the argument in favor of school choice was that students needed to be able to escape their failing public school.

There was a period way back when in which the argument was for vouchers, but vouchers tested poorly with the electorate, so choicers threw their weight behind charter schools, with a continued and frequent emphasis on the notion that charter schools were just another type of public school, because generally speaking, people liked and trusted public schools. Charters will just add to a robust public educational ecosystem, they said.

The “public schools are failing” trope (first given some heft in A Nation at Risk, a report commissioned to make exactly that point) needed some back-up, and at just that opportune moment, we got the rise of the Big Standardized Test, a high stakes system that would provide solid data proving that public schools were Failing Our Children.

Then school choice was adopted by folks on the Left and the Right (and by people from the Right pretending to be on the Left) so we had a tag team argument. Students should not have their educational quality determined by their zip codes. The pro-choice argument was two-pronged:

1) Public schools are failing academically (look at these test scores) but unleashing the power of the free market will competitionize them into excellence.

2) Public schools are failing poor and minority students, and in the pursuit of equity, those students should be given a school choicey path out.

This two prong period lasted roughly most of the Obama administration, because the movement benefited from the neo-liberal Democrat support of choice. But it was at times a tense partnership. Free marketeers chafed at the social justice wing’s ideas about regulating choice schools to suck less, and the social justice wing tried hard not to notice that free marketeers didn’t really care that much about how choice affected their children.

And then Obama was out and Hillary tanked and the free marketeers didn’t need the social justice wing any more, and detente was over.

The choice argument was also suffering from another problem. Charter schools weren’t any better than public schools, and voucher systems were maybe even a little worse. Some new arguments were tried out, like “choice gives strivers a chance to get away from those other kids.” Some free marketeers and libertarians started saying more loudly that it didn’t really matter if choice improved outcomes or not–it was a virtue in its own right.

Trump knew nothing about education policy except that backing choice got him support from the Catholic Church. And Betsy DeVos was patiently waiting for the rest of the movement to catch up to where she has been for years.

Her moment was almost coming, but first we had a few years of just replaying the hits– escape failing schools, improve outcomes, let’s push vouchers under some other name, etc.

Then the pandemic hit, leaving local schools to wrestle with the question “How do we navigate this unprecedented crisis” while on the national level, everyone was more focused on “How do we leverage this unprecedented crisis for maximum political benefit.”

To their credit, many choicers initially resisted the call to blame public schools for schools being closed, but that moment passed, someone decided it would be good strategy to blame school closures on the unions, and then people lost their damned minds over masking. When Christopher Rufo decided to elevate critical race theory to the level of a McCarthy-style Red Scare, a whole network of anti-maskers was already in place to spread the word (Moms For Liberty is a fine example of a group that started out anti-mask and quickly pivoted).

The many waves of complaints and controversies may seem large and complex, but they really aren’t. They all connect through one simple idea, the new choicer pitch, summed up in this quote from Rufo speaking at Hillsdale College:To get universal school choice, you really need to operate from a place of universal school distrust.

The current choice pitch is that parents need the power of choice because public schools can’t be trusted. Jay Greene, who I always thought of as intellectually honest, has moved to the heritage foundation and now publishes pieces like “Who will raise children? Their parents or the bureaucratic experts?” He signaled this new approach explicitly with February’s “Time for the school choice movement to embrace the culture war” aka “We can use this current noise to further our cause.” My state of Pennsylvania is facing a viable candidate for governor whose idea is to end property taxes, replace them with nothing, and give every parent a voucher good for half of the current per-pupil spending amount in the state.

Do not be distracted by the arguments about LGBTQ students and trans athletes and teacher gag laws; these all matter, and certainly many hard right folks will be happy if they win these fights, but for the pro choice crowd, the point is that public schools can’t be trusted and we need to scrap the whole system and replace it with vouchers (or, as DeVos called it, “educational freedom”). If the right drags victory out of any of these many erupting pockets of chaos, that’s gravy, but for many choicers, the chaos is the whole point, because it adds to the claims of a failing public system.

The end game, for those on the far right DeVos-style wing is as it has always been–get the government out of education. Take back the schools for religious education. Slash the tax-based funding because that’s just the government stealing our hard-earned dollars to pay for more services for Those Peoples’ Children. And while all that’s happening, if we could break the back of the teachers unions, which just prop up the democratic Party, and, hey–also let some entrepreneurs make a buck selling education flavored products.

At every stage of the choicer evolution, you will find people who sincerely believe their talking point du jour. But at this point, it’s hard not to notice that some choicers will adopt whatever argument will get them closer to the dismantling and privatization of public education.

Like many other movements, the school choice movement has room for both true believers and grifters, but in both cases, the school choice debates are marked by a refusal to talk about what we’re really talking about–changing education from a universally provided public good into a privately owned and operated commodity delivered however and to whomever the market deems worthy.

There’s another paragraph. Open the link and read it.

Michael Hiltzik is my favorite columnist in the Los Angeles Times. He recently wrote a wonderful column explaining patiently why canceling some or all college student debt would not be inflationary, as Republicans claim, but instead would be good for the economy.

He writes:

With a deadline looming in less than two weeks for President Biden to decide what to do about student debt, it shouldn’t be surprising that conservatives have been agitating with increasing intensity against relief for the borrowers.

Among their principal arguments recently is that debt relief would be inflationary.

The deficit hawks at the Committee for a Responsible Federal Budget, for example, fretted last week that forgiving even $10,000 in student debt per borrower would be so inflationary that it would destroy a decade’s worth of inflation reduction from Biden’s newly enacted Inflation Reduction Act.

Student debt cancellation will increase the wealth of millions of Americans who need it the most and promote racial equity — all without increasing inflation.

— Mike Konczal and Alí Bustamante, Roosevelt Institute

A bill filed by Republican members of Congress Elise Stefanik of New York, Patrick McHenry of North Carolina and Jason Smith of Missouri cites canceling student debt as among “harmful economic policies” by the Biden administration that have “exacerbated inflation and led to skyrocketing prices.”

I’ve written about the fatuous arguments against student debt relief before. The inflation angle is relatively new, however, presumably because inflation is top of mind for voters as we approach the midterm elections. It’s natural, in a way, for opponents of debt relief to bootstrap this kitchen table issue to their long record of opposition.

As it happens, however, they’re wrong. Canceling student debt, even at higher levels, won’t drive inflation. The critics are using faulty math to make their point.

“Student debt cancellation will increase the wealth of millions of Americans who need it the most and promote racial equity — all without increasing inflation,” according to Mike Konczal and Alí Bustamante of the Roosevelt Institute, who expertly refuted the CRFB’s analysis the day after it appeared.

Before getting into the economics of the issue, a few words of context.

Biden’s deadline actually applies to only a portion of student debt policy: the forbearance that has been granted borrowers since March 2020 in recognition of the burdens of the pandemic.

Since then, borrowers with federally backed loans (which is more than 90% of the indebtedness ) haven’t had to make payments, and interest hasn’t accrued on unpaid balances in that time.

Under current policy, the payment freeze will end on Aug. 31. Biden could extend it by executive order; the Washington consensus is that he will do so, perhaps to the end of this year so payments won’t have to resume prior to the election

The other aspect concerns cancelling student loans. For many of the 45 million borrowers currently owing a total of about $1.8 trillion today, this issue is far more consequential.

Biden pledged during his presidential campaign to forgive $10,000 per borrower. Progressives such as Sens. Elizabeth Warren (D-Mass.) and Bernie Sanders (I-Vt.) have advocated cancelling $50,000. Others support cancelling full balances for some middle- and low-income borrowers. That decision doesn’t have to be made immediately, though some Democratic advocates think the policy would be favored by Democratic voters in November.

Some traditional arguments against student debt relief can be easily dismissed. One is that forgiving debt today would be unfair to borrowers who shouldered the sacrifice of paying off their loans. As I wrote in the past, this is the argument from pure selfishness and a formula for permanent governmental paralysis.

The truth, of course, is that in a healthy society government policy moves ahead by taking note of existing inequities and striving to address them. Following the implications of the “I paid, why shouldn’t you” camp to their natural conclusion means that we wouldn’t have Social Security, Medicare or the Affordable Care Act today.

The unfairness argument also overlooks the generations of college students whose education was financed by taxpayers to a far greater extent than today. Tuition at the University of California, for example, was free to state residents from its founding in the 1860s until 1970.

UC tuition today is $13,104 per year for residents and $44,130 for nonresidents, and constitutes what the UC says is its “largest single source of core operating funds.” Should today’s tuition-burdened students demand back pay from those pre-1970 enrollees?

Another common argument is that debt cancellation would be regressive — that is, it would disproportionately benefit the rich. The heart of this argument is that wealthier households carry more debt than low-income households, so they would gain more from reducing their balances.

But that’s math-driven misconception. The truth is that the student debt burden falls much heavier on lower-income borrowers than the affluent.

Contrasting borrowers in the poorest 10% of income earners with those in the richest 10%, Laura Beamer and Eduard Nilaj of the Jain Family Institute showed that although “higher-income groups experience higher median debt burdens ($23,160 for the richest decile and $16,094 for the lowest-income decile), this difference is small compared to the difference in median incomes ($60,193 for the richest decile and $16,770 for the lowest-income decile).”

Even cancelling $10,000 in debt would be a greater boon for lower-income borrowers than the rich. Among borrowers with $20,000-$40,000 in income, 234,000 carry balances below $15,000, Beamer and Nilaj calculated. About 57% of borrowers in that income range have balances of less than $20,000, compared to 43% of those with income of $75,000 or more.

Nor is there any doubt that debt cancellation would have a strong impact on racial and ethnic economic inequality. About 75% of Black borrowers have current loan balances greater than the original loans, due mostly to difficulty in making repayments, compared to 50% of white borrowers.

Once repayments resume, the New York Federal Reserve Bank reported in April, “lower-income, less educated, non-white, female and middle-aged borrowers will struggle more in making minimum payments and in remaining current.”

That brings us back to the newest wrinkle in the anti-relief argument: That debt relief will be inflationary and add to the deficit.

The CRFB is perhaps the most ferocious deficit scold among conservative think tanks in Washington. It’s a full-spectrum fiscal critic. To its credit, it was critical of the GOP’s massive tax cut for the rich in 2017, but it has also pursued benefit cuts in Social Security and Medicare, a reflection of the long patronage of the late hedge fund billionaire Pete Peterson, who conducted a long campaign to shrink those programs.

The CRFB analysis of student debt relief asserts, “Simply extending the current repayment pause through the end of the year would cost $20 billion — equivalent to the total deficit reduction from the first six years of the IRA …. Cancelling $10,000 per person of student debt for households making below $300,000 a year would cost roughly $230 billion.”

Put these two options together, the group states, and “these policies would consume nearly 10 years of deficit reduction from the Inflation Reduction Act.” Its analysis further states that “debt cancellation would boost near-term inflation far more than the IRA will lower it. A $10,000 cancellation, according to the CRFB, could add .15 percentage points to the inflation rate “up front and create additional inflationary pressure over time.”

Konczal and Bustamante found some suspect math in this reasoning — specifically the comparison of apples to oranges by applying formal federal budget rules instead of real-world accounting.

Under the formal rules for credit programs, cancellation of debts must be treated as though the foregone interest and principal payments all occur immediately, in year one, when in fact they’re spread over the life of the loan. The Inflation Reduction Act, similarly, is treated as though all its inflation effect occurs in the first 10 years, when it’s also spread over two decades or more.

The CRFB’s analysis therefore overstates the impact of debt cancellation on the IRA’s inflation reduction. This flaw should be obvious. Spread over the decades-long terms of student loans, the foregone debt payments come to about $13 billion a year.

“It’s about allowing borrowers to keep $13 billion a year in income,” Bustamante told me. “That comes to about 0.08% of total personal consumption.” For an economy with about $16.5 trillion in annual personal spending, $13 billion is “insignificant when it comes to inflationary pressure.”

Nor is there any evidence that people would go out and spend that money, creating inflationary demand. The evidence from more than two years of debt forbearance thus far is that borrowers have used it to improve their household balance sheets, paying off high-rate credit card debt and saving the rest.

That’s not even to mention what has been driving inflation over the last year. It’s not demand-side personal consumption, but constraints such as supply-chain disruptions and restricted supplies of oil. Both factors have decreased in recent months, which is why the month-over-month inflation rate in July fell to 0.0%. (The Federal Reserve may be making the same mistake in its inflation-fighting campaign.)

The power of inflation as a scare word just now must explain the rhetoric employed by Stefanik, McHenry and Smith when they introduced their attack on debt relief in July.

Stefanik represents the sixth-poorest congressional district of New York’s 31, with a median income of $57,320. McHenry’s is the fifth-poorest in North Carolina, with a median income of $53,189. Smith’s is the poorest in Missouri and the 22nd-poorest of all the 435 districts represented by fully voting members.

That suggests that their own constituents would be in line for the most help from student loan forbearance and cancellation, including help dealing with prices at the pump and the supermarket. In this case as in many others, we must ask who these politicians are working for — certainly not the people who elected them.

Clearly, student debt relief will be a wealth-producing, economy-growing initiative. It won’t create unfairness, but redress economic injustice that has been building for decades. Biden’s proper course should be obvious.

Two prominent Pennsylvanians complain that the legislature dropped the ball again on charter reform.

Rob Gleason chaired the @PAGOP for 10 years prior to becoming Westmont Hilltop school board president. Democrat Eugene DePasquale was PA Auditor General for two terms. They get it.

They write:

As longtime public servants representing both major political parties and as concerned citizens who care about public education in the commonwealth, we are writing to express our great disappointment and frustration with the continued inaction by our state legislature despite broad-based, statewide, bipartisan support for charter school reform. The fact that more than 85% of locally elected school boards (434 of 500), in a state as diverse as ours, have passed formal resolutions calling for a substantive charter school law overhaul should send a clear message to policymakers — it is time for reform.

Carol Burris writes in The Progressive about the alarming rate with which charters close. Parents should know this before enrolling their children and taking a chance.

She writes:

In May, a study by the National Center for Research on Education Access and Choice (REACH) at Tulane University found that charter schools close at much higher rates than public schools, even when controlling for factors such as enrollment and test scores. Each year, roughly 5 percent of charters close, compared with 1 percent of public schools.

But REACH’s data likely underestimates the problem. Because so many new charter schools open each year, the closure rate is offset by the overall growth of the industry. And a new charter opening in Columbus, Ohio, is of little help to a student whose charter just closed in Memphis, Tennessee.

To more accurately capture the big picture, we at the Network for Public Education published a report on the long-term viability of charter schools. We looked at seventeen cohorts, each composed of all U.S. charters that opened in a given year, beginning in 1998 and ending in 2014. Our goal was to track these schools over time and see how they fared when compared with one another. We found that, by year three, an average of 18 percent of charters had closed. By year ten, the proportion of failed charters topped 40 percent.

Enrollment data for the year before each school closed indicated that charter schools opening between 1999 and 2017 have collectively displaced upwards of one million students—often with almost no warning.

The alarming rate of charter school closures prompted the U.S. Department of Education to direct federal startup funding to schools more likely to succeed. But even modest proposals have met stiff resistance from the charter lobby. For them, the closures are seen positively: It is “the sector working as intended,” Chalkbeat reported, citing National Alliance for Public Charter Schools Chief Executive Officer Nina Rees.

And she’s right—charter churn, including abrupt closures, is baked into the marketplace model that believes only the most popular performers should survive. The three recent closings in North Carolina, however, were not based on popularity, or even low test scores—they were the result of greed and fraud.

To prevent this, government officials at all levels need to tighten regulations and hold charter school boards accountable. Until government officials get serious about charter school reform, each parent or guardian who enrolls their child in a charter school deserves a notice that says, “Caution: This school could close with little to no warning.”

Writing in The Nation, David Kirp reviewed a book about the college rating system devised by US News and finds it to be as ridiculous as we have long believed. The book is BREAKING RANKS: HOW THE RANKINGS INDUSTRY RULES HIGHER EDUCATION AND WHAT TO DO ABOUT IT by Colin Diver, former president of Reed College.

Which are the “best” colleges and universities, according to the rankers? The most selective. The richest. The ones that have their pick of the most gifted students. The ones with the money to have fabulous student centers, libraries, gyms, etc.

This is nuts.

Kirp writes:


A few years back, the “Varsity Blues” scandal made front-page news. Rich parents, desperate to ensure that their offspring were accepted by an elite university, paid huge sums of money to an entrepreneur who promised “side door” admissions. Over the course of nearly a decade, athletic records were faked, bribes were paid to university staffers, and hired experts took the SAT instead of the students. To the public, the perp-walk treatment received by these parents and those who abetted them was a justified comeuppance for those who cheated the system.

But did the prosecution of these cheaters really solve the problem? Hardly. The titillating story about entitled parents, far from being an isolated scandal, was just the proverbial tip of the iceberg: It illustrated how the college admissions system in the United States is systemically broken. With places in top-rung schools almost as rare as the Hope Diamond, affluent parents scramble for every advantage. But universities made this system what it is today: They are these parents’ eager enablers, competing fiercely for the prestige and money that comes with success in the rankings game.

In Breaking Ranks, Colin Diver, a former president of Reed College, details how the rankings industry—most notoriously, U.S. News & World Report—powers this unvirtuous cycle. If you are buying a car or a refrigerator, a Consumer Reports–style rankings system works just fine. But, as Diver points out, there is no right answer when it comes to choosing a college—for all the fancy formulas the rankings companies trot out, they offer faux science. When the powerhouses, like U.S. News and its ilk, weigh competing values—selectivity versus affordability, reputation versus higher-than-predicted graduation rates—they are making an ideological judgment about what really matters in a college education. (The Washington Monthly’s formula emphasizes a college’s contribution to the public good, focusing on social mobility, research, and promoting public service. It’s a fine, if imperfectly executed, idea, but there is scant evidence that the magazine has much of an impact on students’ choices.) Thus, it’s apparent from the results that what counts most in these calculations is the wealth of the institution and, indirectly, the wealth of its students. Were it otherwise, would all of the top 20 universities be wealthy private schools?

The rankings game is a high-stakes affair. Where an institution stands in the U.S. News pecking order affects the number and credentials of its applicants, whose decisions are heavily influenced by a school’s prestige; the generosity of its donors, who like to give to the winners; the bragging rights of its trustees; and its appeal to the professoriate. It’s a perpetual cycle: A college that admits more well-credentialed students, has a growing endowment, and boasts a more highly regarded faculty receives a higher ranking, which in turn generates greater selectivity, bigger donations, happier trustees, and more-pedigreed professors. Because rankings are a zero-sum game, an institution that doesn’t do as well slips in the charts, and all hell breaks loose on the campus.

Kirp can imagine a fairer ratings system: one that credits colleges and universities for improving the life chances of their students:

A fairer rankings system would highlight universities like Georgia State and CUNY, whose mission is to help students from poor families enter the middle class, rather than fixating on institutions like Yale and Princeton, which burnish the prone-to-success credentials of their students. It would give a shout-out to colleges where the teaching is first-rate, the students are engaged in learning, and the alumni describe themselves as living a fulfilling life. But such an approach is unlikely to gain traction in this hyper-competitive society, where the meritocratic myth prevails and prestige is all that matters.

Like many other states, Texas is facing a dramatic shortage of teachers. Teachers are fed up by low pay, poor working conditions, and the disrespect heaped on them by hare-brained politicians like Governor Gregg Abbott and Lt. Governor Dan Patrick. While the politicians blabber on about “parental rights,” by which they mean the right of parents to dictate curriculum and to censor books, none of them talk about the value of teachers and their importance.

Politicians tell teachers that they must not discuss gender or sexuality. They must not discuss the past or presence of racism, which is alive and well in Texas and everywhere else. Politicians prattle on about “critical race theory,” which they do not understand and cannot define. Bottom line, they don’t want teachers to talk about racism because it makes the politicians uncomfortable; it makes racists uncomfortable when you mention their bigotry.

The Houston Chronicle reports:

More Texas teachers are considering leaving the profession than at any point in the last 40 years, according to new polling from the Texas State Teachers Association.

The survey found that 70 percent of teachers were seriously considering quitting this year, a substantial jump from the 53 percent who said so in 2018, the last time the typically biennial survey was conducted. Teachers attributed their grim outlook to pandemic-related stress, political pressure from state lawmakers, less support from parents and stretched finances.

I don’t know where they got that “last 40 years” number, because there was never a time when so many teachers were ready to throw in the towel and walk away from their classrooms.

Texas can’t afford to pay teachers more? Nonsense. Texas, under Abbott’s non-leadership, doesn’t want to pay teachers more. Abbott sees more to be gained politically by demonizing teachers.

In the survey, which was completed by 688 Texas teachers, 94 percent said the pandemic increased their professional stress, and 82 percent said financial stress was exacerbated. Experts have pointed to better pay as a key way to recruit and retain teachers. Respondents taught for about 16 years on average, and their average salary was around $59,000. That’s about $7,000 below the national trend, according to the teachers association.

Besides salary, Texas teachers on average also receive some of the worst retirement benefits of those in any state, a separate study from June found. Teachers who have retired since 2004 have not received a cost-of-living adjustment, although the Legislature has passed some “13th check” bills that send extra annuity payments.

In addition to pay, 85 percent said they felt state lawmakers held a negative view of teachers, 65 percent said the public held a negative view and 70 percent said support from parents had decreased over the last several years.

Abbott and fellow Republicans in the Texas Legislature have recently enacted several high-profile education policies, over opposition from teachers groups and education experts.

Last year, the Legislature placed restrictions on social studies curriculum, prohibiting certain discussions about racism. Abbott banned school districts from instituting mask mandates last fall, as COVID-19 cases surged. And schools are now facing calls for censorship of books that include discussions about race, gender or sexual orientation.

“For political reasons, Gov. Abbott has been trying to drive a wedge between parents and teachers, and this has definitely hurt teachers and hurt their students as well. It threatens the future of public education in Texas,” wrote TSTA President Ovidia Molina.

“Many of these teachers will be missing from our classrooms this fall, and for others, it is only a matter of time.”

Abbott has defended the measures as a way to depoliticize education and restore power to families about what their children do and don’t learn. He is calling for “Parental Bill of Rights” legislation next year to give parents even more control, as conservatives criticize the public school system as too progressive.

“Many parents are growing increasingly powerless about what to do to regain that control. That must end,” Abbott has said. “No government program can replace the role that parents play in the education of their children.”

A spokeswoman for the governor, Renae Eze, emphasized his commitment to education funding and “support for our hardworking teachers.”

“In 2019, the Governor signed into law one of the biggest teacher pay raises in our state’s history—over $1 billion in annual investment—and established the Teacher Incentive Allotment, which puts teachers on a pathway to earning a six-figure salary while prioritizing high-need areas and rural schools,” Eze said.

The Teacher Incentive Allotment gives raises to high-performing teachers. It has been rolled out to about 10 percent of Texas’ roughly 1,200 school districts, but almost all of the funds for the statewide program go to Dallas ISD — receiving 10 times more than any other district. The program is opposed by teachers unions, which advocate instead for universal raises.

Here are a few thoughts for Governor Abbot.

You have done everything possible to politicize the classroom with your bans and censorship.

You have insulted teachers.

You have pitted parents against teachers.

You have put your money into a merit pay incentive program that has never worked anywhere in the nation. Ever.

Your gag orders, your insertion of politics into what teachers teach, your hostility to public education demonstrates your contempt for teachers.

Your devotion to vouchers shows that you prefer schools where teachers have no certification, no preparation at all to teach. If you get your way, employers will avoid Texas. You favor indoctrination over education. You oppose freedom of thought. Your students will finish high school poorly educated. Texas will go backwards.

Shame on you.