(Student) Slip 'n Slide®

I’ve been around long enough to understand that one new study shouldn’t be cause for celebration. But yesterday when EdWeek wrote up a study on summer learning deficits [subscription required for the full article] that carried tremendous policy implications, I was a little taken aback when I got to this section:

Daria L. Hall, the assistant director for K-12 policy development for the Washington-based Education Trust, a nonprofit group that promotes high academic standards for disadvantaged children, worries that the findings will take policymakers’ focus off the need to close a different kind of gap.

“We can’t allow the problems of the out-of school inequities to overshadow the problems of the in-school inequities,” she said. “However way you look at it, low-income kids and kids of color get less than their fair share of quality teaching, curriculum, and resources.”

The study traced about two-thirds of the gap in achievement between high SES and low SES students in 9th grade to elementary school summer deficits. The remaining third was traceable to differences already evident before the students began 1st grade. The study, conducted by Karl Alexander and colleagues at Johns Hopkins, found no statistically significant differences between the gains of high and low SES kids during the school year.

Presumably, Hall is taking issue with the conclusion that SES, accumulated, made all the difference. We know poor kids get fewer advantages in education (as evidentiary support see here or here), but this study says that, at least in urban districts with high concentrations of poverty, there isn’t a large difference between one bad school and another. Further, since Baltimore’s population mirrors many cities across the country, urban districts could implement new school calendars to ameliorate within-district achievement gaps. Hall’s point is well-taken that this step wouldn’t fix all achievement disparities, but it too casually dismisses what a district can do.

While it isn’t a new concept for researchers to argue for restructuring school calendars, this study utilized the best dataset available. Past investigations analyzed summer learning loss between kindergarten and first grade; Alexander included fall and spring tests (to measure summer and school-year learning) from 1st-5th grades, and continued to follow the students until they were 22. This allowed him to track whether students completed high-level coursework in high school or went on to college. Previous studies haven’t gone this far; past analyses found that summer learning differences matter, but they hadn’t yet systematically traced those effects over time. Alexander shows empirically what we’ve all assumed: home life matters in educational attainment, and, if the numbers are generalizable, it matters more. I’m not ready to lump this study in as just one more for the pile.

Sundaes on Sunday

President Ronald Reagan might have given the cold shoulder to the Department of Education, but he was sweet on ice cream.

“Ice cream is a nutritious and wholesome food, enjoyed by over ninety percent of the people in the United States. It enjoys a reputation as the perfect dessert and snack food…Now, Therefore, I, Ronald Reagan, President of the United States of America, do hereby proclaim July 1984 as National Ice Cream Month and July 15, 1984, as National Ice Cream Day, and I call upon the people of the United States to observe these events with appropriate ceremonies and activities.”

That makes July National Ice Cream Month, and the third Sunday (that's this weekend) official National Ice Cream Day. Celebrate appropriately.

Sure...

At NROnline, Bill McMorris writes about legislation recently passed by the House of Representatives to cut student loan interest rates:

This bill also fails to deliver on the Democratic promise to make college more accessible to lower-income students. Cutting interest rates and forgiving debt serve to benefit college graduates, not perspective students. The Republican proposal, which would aid lower-income families by increasing Pell Grants without relieving individuals of their responsibility to repay their loans, was rejected along partisan lines.

Assuming for the sake of argument that he means prospective students, I still don't know what this means. If a low-income student goes to college, graduates, and gets a break on their loan repayment, that's not helping low-income students because they're technically not students anymore? And while using the money to fund Pell grants instead of cut interest rates is actually a pretty good idea, I can't help but note that the House Republicans had markedly less enthusiasm for taking money from the student loan companies who contribute generously to their campaigns and giving it to the poor college students who don't vote for them back when they controlled Congress and were in a position to actually do it.

More Financial Education

Along the lines of Kevin’s post below about financial literacy, NPR’s Morning Edition aired a story yesterday about a pastor who’s stuck in the never-ending cycle of default and repayment on his student loans. The pastor took out $15,000 in loans in 1984, owes nearly twice that amount now, and will still be repaying them in 2029. Since I’ve started doing work on student loans, I’ve heard many stories like this.

When most students are taking out loans, no one is there to counsel them on the salary they will need to make the minimum payments, or even to warn them of the serious financial consequences of defaulting on the loan. In my experience, getting over $30,000 in loans is as easy as signing a few pieces of paper, with absolutely no discussion of your plans for future income and only minimal loan counseling (an online ‘class’ that you can complete without even reading the information).

A student who defaults on their loan can see the amount they owe grow exponentially. Each time the borrower defaults, an 18.5% collection fee is added to their loan balance plus any accrued interest. If a borrower defaults multiple times, the loan balance can easily double. This increase is enough to ensure that many of these borrowers will never be able to repay their loans.

Current legislation includes both income-based repayment, which helps borrowers to stay out of default by pegging payments to their income, and loan forgiveness for borrowers working in public service fields. Both of these will likely help students in the future avoid the financial devastation of defaulting on their loans. But for the borrowers who do default, we need to address the punitive nature of how student loan defaults are handled, and find a better way to both encourage personal responsibility and also provide a means for these borrowers to repay their debt and recover financially.

(This comic is all too appropriate, but the reality is that it is not a joke for a lot of people.)

Financial Education Needed

There's an ad for LowerMyBills.com ("As Featured on the Oprah Winfrey Show") running along the side of the article I'm reading on the New York Times Web site right now which says, and I quote, "Mortgage Rates Fall Again In Washington DC! $510,000 mortgage for under $1,498/Month!"

If you were to buy a house today for $510,000 and put five percent down on a 30-year fixed mortgage at the going rate (6.33%), the monthly payment would be $3,008 per month.

This is one of the reasons people are losing their homes right now. I'm not saying there aren't others, or that consumers bear no responsibility for knowing what they're getting into when they borrow. But come on.

Consultants Earning Their Keep

Alexandar Russo, June 25th:

Kevin Carey mystifyingly defends the management consultant crowd by blaming incompetent management for DC schools' problems.

The Washington Examiner, today:

Communications breakdown caused boxes of sporting goods, computers and other essential equipment to be left padlocked in a shuttered District of Columbia junior high school for almost an entire year while a neighboring school was starved for supplies, a city consultant told The Examiner.

Souljah-ing the Teachers Unions

Ezra Klein follows up on last week's discussion of the lamentable tendency of left-leaning pundits to burnish their independent credentials by mindlessly bashing teachers unions and/or adopting other conservative eduction tropes.

As regular Quick & ED readers know, that doesn't mean teachers unions should be immune from criticism--far from it. I myself have engaged in a fair amount of what I'd like to think was mindful bashing of objectionable union policies (this post about teacher pay is an example, with the union response here and my counter here). The difference being that the debate was about an actual issue, involving research findings, real-world contract issues, etc.

By contrast, the generalized teachers union bashing from the left is, as Ezra notes, much more in the vein of then-candidate Bill Clinton's famous Sister Souljah denunciation. That's remembered as a canny political move that signaled Clinton's independence from traditional Democratic interest groups to moderate voters, so at first the parallel to pundits who aren't running for office might seem inexact. But of course they are running for an office of a kind--Grand Champion of Brave Intellectual Integrity.

The thing to remember is that it wasn't entirely obvious at the time that Clinton could get away with saying what he said in a speech to the Rainbow Coalition. The risk is what made it effective. Being the 735th person to point out that teachers unions are sometimes an obstacle to sensible school reform, by contrast, isn't going to get anyone into the Liberal Apostasy Hall of Fame. If you're going to criticize teachers unions, get your facts straight and have something meaningful to say. Otherwise, you're not impressing anyone but yourself.

School Names, Again

More on school names from Jay Mathews at the Washington Post, this time focusing on North Virginia. Evidently, presidents and well-known people “tend to be controversial, whereas few Americans have bad things to say about rivers, lakes, forests or freedom.” And don’t forget sea creatures!

Mathews thinks it would be better to name schools after people. He quotes the Manhattan Institute: “Teachers at Lincoln Elementary, for example, can reference the school name to spark discussions of the evils of slavery and the benefits of preserving our union.”

Teachers could spark the same discussion by displaying a five dollar bill or a penny, not to mention dozens of other great ways to excite students about a lesson on the civil war. In other words: Anything a name can do, we can do better.

Slap Them In Irons

There are times when I think that the the universe of generally-recognized post-secondary credentials is far too time-bound and monopolized by traditional education organizations. The fact that degrees are so standardized and derivative of time spent learning--two years for an associate's degree, four years for a bachelor's degree, too many years and the flower of your youth for a doctorate, etc.--instead of being based on actual objective evidence of learning strikes me as terribly limiting. It stays that way in large part because the current system is in the best interests of traditional colleges and universities, which dominate both the teaching and credentialing functions of higher education--and thus have a financial interest in basing the credential on how long (and thus, how much money) you've spent being taught by them.

Then I read articles like yesterday's Times expose of so-called financial advisors who steal from old people under the guise of paper-thin credentials:

[Scammer guy] is one of tens of thousands of financial advisers working hand-in-hand with insurance companies to market themselves to older Americans using impressive-sounding credentials like “certified elder planning specialist,” “registered financial gerontologist,” “certified retirement financial adviser” and “certified senior adviser.”

Many of these titles can be earned in just a few days from for-profit businesses, and sound similar to established credentials, like certified financial planner, that require years of study, difficult tests and extensive background checks.

The clear lesson here--beyond the obvious fact that people who effectively rob senior citizens of their life savings by tricking them into investing in ridiculously inappropriate investment vehicles are nothing more than common thieves who should be slapped in leg irons and send away to lengthy prison sentences--is that a wholly unregulated market for educational credentials would surely produce more abuses along these lines. That doesn't mean we should be stuck with the standard year-based degree system forever, but it does mean that loosening up the market should be accompanied by a commensurate increase in oversight.