Monthly Archives: September 2011

PASSHE schools, including WCU, do well in US News yearly rankings

If you missed this post yesterday on the state APSCUF blog, check it out. SEVEN PASSHE schools are ranked among the top regional universities, FIVE in the top 100.

And yet, ironically, you’re not hearing a word about this from the Office of the Chancellor or from any local management that I know of. Why? Because maybe it might call too much attention to the quality of the faculty and students? I dunno…  Maybe because it demonstrates that the Chicken Little crisis rhetoric coming from management is, er, um, maybe a little hyperbolic? Kevin Mahoney and the KU-Xchange crew have laid out the notion of Shock Doctrine and its application in the our system in enough detail that I don’t need to rehash it all here.

If you’re not subscribed to the state APSCUF blog so you get notification of new posts, you should do that by clicking here. And if you’re on Facebook and haven’t yet liked the official APSCUF group, you should do that by clicking here.

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Filed under APSCUF, Budget, Budget Cuts, Office of the Chancellor, PASSHE, Shock Doctrine

Mike Rose responds at length to Education Reform

For those of you not familiar with Mike Rose, he’s a Professor of Education at UCLA who has written several influential books about literacy education and the politics of school over the last 25-30 years. He’s one of those rare thinkers and writers who’s able to say very incisive and critical things while maintaining a tone that’s respectful and at times even affectionate, even when he’s talking about people he strongly disagrees with.

This link goes to a series of essays Prof. Rose posted at the indie-news-blog-service Truthdig; I don’t know how I missed it until now because I read Truthdig pretty faithfully and it’s been up for months.

There are several, and the series is a long read to do in one sitting, but each of them has at least one gem of an argument in it, if not more, and I can’t recommend highly enough that you spend some time with it. If you’re an angry rabble-rouser like me, you’ll find moments of calm hope. If you’re cynical and feeling burned, you’ll find moments of inspiration. If you’re starry-eyed optimistic (or believe that all’s well and those of us who struggle are just paranoid–although if you’re that person you probably don’t read this blog!), you’ll find reasons to be more concerned.

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Filed under Access, Advocacy, charter schools, Communities, Education reform, K-12 Education, liberal arts, Mike Rose, Privatization, Public education, public employees, Teacher unions

As we fight for public education, let’s not forget the “public” part

It’s not just about keeping costs down and providing access. It’s about our contract to live in civilized society.

I didn’t write this letter, and there’s a point or two I’d never say personally, but for the very most part it’s a brilliant statement to students of what we’ve done to their generation and what they need to do in response.

A letter to my students

Michael O’Hare, professor of public policy | 8/24/10 | 273 comments | Leave a comment

Michael O'HareWelcome to Berkeley, probably still the best public university in the world. Meet your classmates, the best group of partners you can find anywhere. The percentages for grades on exams, papers, etc. in my courses always add up to 110% because that’s what I’ve learned to expect from you, over twenty years in the best job in the world.

That’s the good news. The bad news is that you have been the victims of a terrible swindle, denied an inheritance you deserve by contract and by your merits. And you aren’t the only ones; victims of this ripoff include the students who were on your left and on your right in high school but didn’t get into Cal, a whole generation stiffed by mine. This letter is an apology, and more usefully, perhaps a signal to start demanding what’s been taken from you so you can pass it on with interest.

Swindle – what happened? Well, before you were born, Californians now dead or in nursing homes made a remarkable deal with the future. (Not from California? Keep reading, lots of this applies to you, with variations.) They agreed to invest money they could have spent on bigger houses, vacations, clothes, and cars into the world’s greatest educational system, and into building and operating water systems, roads, parks, and other public facilities, an infrastructure that was the envy of the world. They didn’t get everything right: too much highway and not enough public transportation. But they did a pretty good job.

Young people who enjoyed these ‘loans’ grew up smarter, healthier, and richer than they otherwise would have, and understood that they were supposed to “pay it forward” to future generations, for example by keeping the educational system staffed with lots of dedicated, well-trained teachers, in good buildings and in small classes, with college counselors and up-to-date books. California schools had physical education, art for everyone, music and theater, buildings that looked as though people cared about them, modern languages and ancient languages, advanced science courses with labs where the equipment worked, and more. They were the envy of the world, and they paid off better than Microsoft stock. Same with our parks, coastal zone protection, and social services.

This deal held until about thirty years ago, when for a variety of reasons, California voters realized that while they had done very well from the existing contract, they could do even better by walking away from their obligations and spending what they had inherited on themselves. “My kids are finished with school; why should I pay taxes for someone else’s? Posterity never did anything for me!” An army of fake ‘leaders’ sprang up to pull the moral and fiscal wool over their eyes, and again and again, your parents and their parents lashed out at government (as though there were something else that could replace it) with tax limits, term limits, safe districts, throw-away-the-key imprisonment no matter the cost, smoke-and-mirrors budgeting, and a rule never to use the words taxes and services in the same paragraph.

Now, your infrastructure is falling to pieces under your feet, and as citizens you are responsible for crudities like closing parks, and inhumanities like closing battered women’s shelters. It’s outrageous, inexcusable, that you can’t get into the courses you need, but much worse that Oakland police have stopped taking 911 calls for burglaries and runaway children. If you read what your elected officials say about the state today, you’ll see things like “California can’t afford” this or that basic government function, and that “we need to make hard choices” to shut down one or another public service, or starve it even more (like your university). Can’t afford? The budget deficit that’s paralyzing Sacramento is about $500 per person; add another $500 to get back to a public sector we don’t have to be ashamed of, and our average income is almost forty times that. Of course we can afford a government that actually works: the fact is that your parents have simply chosen not to have it.

I’m writing this to you because you are the victims of this enormous cheat (though your children will be even worse off if you don’t take charge of this ship and steer it). Your education was trashed as California fell to the bottom of US states in school spending, and the art classes, AP courses, physical education, working toilets, and teaching generally went by the board. Every year I come upon more and more of you who have obviously never had the chance to learn to write plain, clear, English. Every year, fewer and fewer of you read newspapers, speak a foreign language, understand the basics of how government and business actually work, or have the energy to push back intellectually against me or against each other. Or know enough about history, literature, and science to do it effectively! You spent your school years with teachers paid less and less, trained worse and worse, loaded up with more and more mindless administrative duties, and given less and less real support from administrators and staff.

Many of your parents took a hike as well, somehow getting the idea that the schools had taken over their duties to keep you learning, or so beat-up working two jobs each and commuting two hours a day to put food on the table that they couldn’t be there for you. A quarter of your classmates didn’t finish high school, discouraged and defeated; but they didn’t leave the planet, even if you don’t run into them in the gated community you will be tempted to hide out in. They have to eat just like you, and they aren’t equipped to do their share of the work, so you will have to support them.

You need to have a very tough talk with your parents, who are still voting; you can’t save your children by yourselves. Equally important, you need to start talking to each other. It’s not fair, and you have every reason (except a good one) to keep what you can for yourselves with another couple of decades of mean-spirited tax-cutting and public sector decline. You’re my heroes just for surviving what we put you through and making it into my classroom, but I’m asking for more: you can be better than my generation. Take back your state for your kids and start the contract again. There are lots of places you can start, for example, building a transportation system that won’t enslave you for two decades as their chauffeur, instead of raising fares and cutting routes in a deadly helix of mediocrity. Lots. Get to work. See you in class!

UPDATE: Like your political science in musical form? Here’s the way people thought about this stuff back in the day, and maybe should again. Bet there’s a good rap along these lines waiting to be born…

Cross-posted from the blog The Reality Based Community.

 

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Filed under Advocacy, Budget, Budget Deficit, Communities, K-12 Education, Public education, Shock Doctrine, Student activism

More on the debate about reframing the value of higher ed

Thanks to Mark Rimple (again!) for sending this piece to me for the blog.

From Friday’s Inside Higher Ed: Linda Grasso, an English Prof in the CUNY system, writes eloquently, or perhaps just prettily, about the need to reframe our arguments about the value of higher education, particularly the liberal arts. Her most elaborated evidence for her claim about the value of liberal arts education is an anecdote about a conversation she had on the subway who seemed to have been deeply effected by reading Tim O’Brien’s The Things They Carried in a college English course.

Commenters on Grasso’s essay make several points about the limited value of the anecdote, on both epistemological and rhetorical grounds; I won’t duplicate them here, except to say that you should look at them. They’re very revealing, not only of the complex task we face as we fight to reclaim what public higher education is about in this country, but also of the internal dynamic that makes the fight that much more complicated. Not everybody that works at a public university supports the vision(s) that liberal arts faculty have.

If we can’t even agree among ourselves about what we’re doing here, it’s no wonder we struggle to convince external constituencies to pay for us to do it.

Let’s remember who our friends are.

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Filed under Access, Advocacy, APSCUF, Budget, Budget Cuts, Budget Deficit, Corporate University, Inside Higher Ed, liberal arts, PASSHE, Shock Doctrine