Category Archives: Education (K-12)

Racial Disparities in SOL Pass Rates Getting Worse

Bacon’s Rebellionmath_data
More SOL data from Lynchburg numbers cruncher Jim Weigand… The chart above expresses the Standards of Learning (SOL) pass rate for blacks and Hispanics as a percentage of the pass rate for whites between 2005 and 2014. The good news is that blacks and Hispanics consistently improved their educational performance through 2010, with Hispanics passing at 90% of the rate as whites in that year.

Then something happened. Minority SOL pass rates tanked. White pass rates declined (a trend not reflected in these charts) but minority pass rates fell even steeper. What happened in that period? Weigand notes that downturn coincides with tighter standards for the math SOLs  in 2012 and for the English SOLs in 2013. The impact of more demanding math tests can be seen in this chart:

SOL_data

 

Virginia school systems have made tremendous efforts to help minority students reach educational parity with whites (and Asians, who out-perform whites). But these charts call into question the effectiveness of those efforts.

If the tests were harder, then why weren’t all groups effected equally? Why did black and Hispanic scores decline relative to white scores? One possible explanation is that minority students are enrolled disproportionately in classes that “teach to the test.” Teachers in these classes got better at instructing their students to answer the kinds of questions that appear in SOL tests. (An analogy: My son is taking an AP course that explicitly, no-bones-about-it, is geared to helping students answer the kinds of questions that appear in AP tests.) But teaching to the test has a big drawback. Make the test tougher, and it doesn’t work.

Just a theory. It doesn’t fit the data perfectly. Perhaps readers can help me refine the theory or present better ones of their own.

Update: At the suggestion of Don Rippert, Jim Wiegand portrayed the same data as the chart above in a different way. Here’s the raw data for each ethnic/racial group, not normalized to whites as above. This shows clearly that whites suffered a decline in SOL pass rates, too.

SOL_pass_rates

Update: These numbers may be skewed by changes in Department of Education questionnaires that allowed students to select more than one race, says Hamilton Lombard with the Tayloe Murphy Center for Public Policy. As a result, for instance, the number of students identifying only as black dropped by 20% to 30% in some divisions. “With the changes, the SOL results by race are really for different populations in 2010 and 2012,” he writes.

– JAB

Chart of the Day: Whom to Blame for Tuition Increases?

Statewide tuition increases at Virginia public universities, FY 1998 to FY 2012. Image credit: JLARC

Statewide tuition increases at Virginia public universities, adjusted for inflation, FY 1998 to FY 2012. Image credit: JLARC

At last, an answer to a question that I have frequently posed on this blog: To what extent can tuition increases at Virginia public universities be blamed on a decline in state support for higher education? According to a new analysis by the Joint Legislative Audit and Review Commission (JLARC): about 68%.

The decline in state support doe not account, however, for the surge in student fees, which cover athletics and ancillary programs, or room and board. How much did declining state support account for the total cost of a residential college education? JLARC didn’t ask that question, but a reasonable estimate is about half.

Bacon’s bottom line: Colleges and universities have a legitimate point when they blame the escalating cost of higher education on lower state support. But they also should shoulder as much of the blame themselves, something they have been exceedingly reluctant to do.

ALEC: Virginia K-12 Performance, Policy Mediocre

Image credit: ALEC

Image credit: ALEC

The American Legislative Exchange Council (ALEC), an organization promoting conservative legislation at the state level, has issued its 19th annual Report Card on American Education, and it places Virginia in the muddled middle for school performance and policy.

On performance, ALEC gave Virginia a 26th ranking based on the gains made by low-income students on 4th and 8th grade reading and math exams between 2003 and 2013. On the policy front, ALEC graded Virginia an F for its pitiful charter school laws and a D for state academic standards but a B- for digital learning and a B for retaining effective teachers. All other categories rated in the C range. (See Virginia score card.)

ALEC deems Indiana to have the best K-12 public policy in the United States. Among other virtues, the Hoosier state is emphasizing career and vocational education for non college-bound students and provides targeted pre-school programs for disadvantaged children. The report also singles out North Carolina for its aggressive school reforms, especially the emphasis on expanding charter schools and school choice for lower-income Tarheels.

The report’s conclusion:

Economically disadvantaged inner-city children would face more than enough challenges in life it they had abundant access to the nation’s most effective schools. Instead, we find districts still largely wedded to unionized industrial factory models. Spending is up, but low achievement remains common. Dropout rates remain high, and waiting lists at the still far-too-scarce high-quality charter schools remain long. Policymakers have been making changes and showing progress with them, but the average urban student may have yet to notice that anything has changed.

Bacon’s bottom line: Conservatives have a great story to pitch for school reform. While liberals wed themselves to the tired, old 19th-century industrial model and call for mo’ money, mo’ money, conservatives argue that money isn’t the problem. The United States spends more money per student on education than almost any country on the planet, with precious little to show for it. With state, local and federal governments strapped for cash, states need to focus on getting more from the ample investment we already make.

Every other segment of the American economy has restructured over the past half century. Education is the main holdout. Parents — especially parents in lower-income families — need more options about where to send their kids. Virginia needs more charter schools, more school choice and more home schooling.

– JAB

Student Victimization… Down, Down, Down

victimization

The phenomenon of students arrested for school offenses in Henrico County (addressed in a recent post, “Spotlighting the Wrong Victims“) is national in scope. Nationally, 260,000 students were reported to law enforcement by schools in 2012, according to an article in today’s Wall Street Journal.

As in Henrico County, there are concerns that African-American students are arrested at disproportionately higher rates than white students. But there are a myriad of other issues, such as the arrest of students under “zero tolerance” policies for trivial offenses, such as a chemistry experiment gone bad (“discharging a destructive device”) or unwittingly carrying a pen knife to school.

Noted but downplayed in the article is another startling fact. Since the implementation of zero-tolerance policies in the 1990s, the rate of victimization per 1,000 students aged 12-18 fell from 181 to 52 between 1994 and 2012. Supporters of zero-tolerance policies cite those numbers as evidence that the school-yard version of the “broken windows” approach to crime — cracking down on minor offenses before they give rise to more serious ones — has been effective.

Invariably, zero-tolerance policies lead to some absurd actions. We’ve all heard the horror stories of kids suspended from school for bringing toy guns to school, drawing pictures of guns or even making pretend guns with their fingers. Undoubtedly, some kids are punished unfairly. As we all know, the criminal justice system isn’t perfect. But cutting school crimes by more than two-thirds over twenty years is no mean achievement. For every child suspended or arrested for a ludicrous offense, literally hundreds fewer children are victimized by their peers.

While the students receiving the harsh sanctions of suspension or arrest are disproportionately African-American, there is evidence in the Henrico County numbers that the victims of their misdeeds are African-American as well. Last year, 84% of the African-American kids arrested for school offenses attended Henrico, Highland Springs or Varina High Schools, all of which have overwhelmingly black enrollment. There is no way to avoid the conclusion that the victims of disruptive behavior — whether assault, theft or the interruption of teaching in the classroom — were black as well.

That’s not to say that the existing system can’t be improved upon. I’m sure it can. But let’s not go overboard in correcting perceived excesses. The last thing we want is for schools to return to the “blackboard jungle” days of yore. Every kid deserves a chance to get an education from from the disruption and intimidation of their peers.

– JAB

The Forbidden City Comes to Virginia

forbidden cityBy Peter Galuszka

The Forbidden City has come to Virginia and it’s definitely worth a look.

Rarely-seen works from the Palace Museum in Beijing’s Forbidden City, the imperial residence of Chinese emperors from the Ming to the end of the Qing Dynasty (roughly from about 1406 to 1912) go on display tomorrow at the Virginia Museum of Fine Art in Richmond.

Putting the exhibits together took lots of work and diplomacy, VMFA Alex Nygeres told guests and the news media Wednesday at a morning event. There were plenty of visits back and forth and there are plans for the VMFA to reciprocate by sending its famed Faberge Egg exhibit from the Russian Romanov era to China. The Ambassador from the People’s Republic of China to the U.S. attended a gala, $10,000 a table event the evening of Oct. 14.

I’m no expert of Chinese art, but the exhibit was highly impressive. The many works included court paintings, religious artifacts and costumes, including an early form of body armor for soldiers which consisted of layers of tough cloth protecting vital organs and appendages.

The exhibit opens at a time of unsettled relations between the U.S. and the People’s Republic. China has been torn by pro-democracy protests in Hong Kong. Workers’ expectations are rising as China’s economy is slowing. Beijing is becoming more aggressive as a regional military power and its efforts to censor Web-based information and launch cyber spying are worrisome.

Another issue is that given the tough, expansionist diplomacy of Russia’s Vladimir Putin and the negative reaction from the West, Moscow is looking for more links with China. Relations between the two have always been up and down. Not that long ago, experts believed that if there were a nuclear weapons attacks, it might occur between those two countries. Now, peace has returned and both may be able to exploit their close geography and relative strengths in energy and population in a way based on economics and not Communist ideology.

On the bright side, China does have money and is fast developing expertise. China’s Shandong Tranlin paper company is investing $2 billion in a modern paper plant in eastern Chesterfield County that will employ 2,000. It won’t use trees, but leftovers from farm fields and is supposed to be less polluting than paper mills most Americans are familiar with. What’s more, Gov. Terry McAuliffe is off on a trade mission to China in a few days.

In any event, the Forbidden City is worth a look. It runs until Jan. 11.

Why We’re Being Railroaded On “STEM”

 csx engineBy Peter Galuszka

When it comes to education, a constant mantra chanted by the Virginia chattering class is “STEM.”

How many times have you heard that our students are far behind in “STEM” (Science Technology Engineering and Mathematics)? We have to drain funding from more traditional areas of study (that actually might make them better human beings like literature, art or history) and give it to STEM. The two types of popular STEM are, of course, computer science (we’re all “illiterate” claims one journalist-turned computer science advocate) and biotechnology.

But how important is STEM, really? And if Virginia joins the STEM parade and puts all of its eggs in that basket, will the jobs actually be there?

The fact of the matter is that we don’t know what jobs will be around in the future and like the famous generals planning for the last war, we may be stuck planning for the digital explosion of Bill Gates and Steve Jobs that is like, so, 25 years ago.

To get an idea where markets may be, look at today’s news. Canadian Pacific is making a play for CSX railroad (headquartered in Richmond not that long ago) because of the unexpected explosion in fracked oil.

CP handles a lot of freight in the western part of Canada and U.S. where some of the most impressive new fracked shale oil are, namely the Bakken fields of North Dakota and Alberta. CP wants access to eastern U.S. refineries and transshipping points, such as a transloading spot at the mouth of the York River. CSX is stuck with dirty old coal where production and exports are down, although it has an extensive rail network in the Old Dominion.

The combined market value of the two firms is $62 billion — a far bigger potential deal than the $26 billion Warren Buffett paid for Burlington Northern Sante Fe in 2010. There are problems, to be sure. CSX isn’t interested and the Surface Transportation Board, a federal entity, nixed a matchup of Canadian National and Burlington a little while back.

But this isn’t really the point. The point is that the Old Steel Rail pushed by new sources of oil and to some extent natural gas has surprisingly turned domestic economics upside down. Many of the new oil fields are in places where there are not pipelines, so rail is the only answer. In 2008, according to the Wall Street Journal, six or so American railroads generated $25.8 million in hauling crude oil. Last year that shot up to $2.15 billion.

So, what does that mean for students? A lot actually, especially when we blather on about old-style STEM that might have them inventing yet another cell-phone app that has a half-life of maybe a few months. Doesn’t matter, every Virginia legislator, economic development official and education advocate seems to be hypnotized by the STEM genie.

A piece I just did for the up-and-coming Chesterfield Observer on vocation education in that county:

“The recent push to educate students in so-called STEM (Science, Technology, Engineering and Mathematics) may be case in point. The goal is to churn out bright, highly trained young people able to compete in the global economy with their counterparts from foreign lands.

“A subset of this area of concentration is computer science, which goes beyond knowing the basics and gets into the nitty-gritty of learning code and writing computer languages. By some accounts, such skills will be necessary to fill more than 2 million jobs expected to become open in the state by 2020.

“Critics question, however, if overspecialization in technology at earlier ages prevents students from exploring studies such as art and literature that might make them better rounded adults. And, specialization often assumes that jobs will be waiting after high school and college when they might not be.

“Peter Cappelli, a professor of management at the Wharton School of the University of Pennsylvania, has written about such problems of academic overspecialization in national publications such as The Wall Street Journal. He recently responded to questions from the Chesterfield Observer via email.”

“Not many science grads are getting jobs in their field,” Cappelli says. “The evidence suggests that about two thirds of the IT (information technology) grads got jobs in their fields, about the same for engineering. There is no guarantee in those fields. It’s all about hitting the appropriate subspecialty that happens to be hot. There are still lots of unemployed engineers and IT people.”

So there you have it. In my opinion, the over-emphasis on STEM training has the unfortunate effect of producing young adults who have one goal in mind – getting a job and making money, not helping humankind. And, if you insist on STEM, why not branch into something where there are actually jobs namely petroleum engineering, geology and transportation engineering.

I’ll leave the dangers of added petroleum cargoes in trains to another post.

The Uphill Climb for Virginia Schools

by James A. Bacon

Why aren’t we making more progress improving the academic performance of Virginia’s school children? Many reasons have been advanced. Some say that school divisions don’t get enough money or that the money is unfairly distributed between schools. Others say that the public school system is over-regulated, bound by bureaucracy and resistant to innovation. Yet others blame society at large (sliding work ethic, the distraction of electronics) or point to the different emphasis on education among different racial/ethnic groups.

But there is another explanation that gets very little attention. Could the root of the problem be demographic? Could Virginia schools be struggling to raise academic achievement scores because school children increasingly are drawn from the ranks of the poor?

The correlation between poverty and socioeconomic status is well known. The challenges of poverty and economic insecurity — homelessness, frequent moves between school districts, family dysfunction, domestic violence, inadequate nutrition — distract poor children from focusing on school work. There is a cultural overlay as well: Because poor children tend to come from less educated parents, they grow up in households where reading is not emphasized and academic achievement is not stressed.

It is an indisputable demographic fact that poor women bear more children than middle-class and professional-class women. According to “Fertility of American Women: 2008,” published by the U.S. Census Bureau in 2010, the breakdown by income category looks like this:

fertility_by_income

The poorest women, typically unmarried women, have the most children. Not only do they tend to have more children, they tend to have them at younger ages than higher-income women who typically wait until they complete their educations and get married before bearing children. Thus, to cite an extreme example, a poor family in which successive generations of women give birth at age 18 produce two generations of offspring in the same length of time as a more affluent family in which a woman has her first child at 36.

When poor women give birth to more children and they do so at an earlier age, the result is that the student body of school systems is significantly poorer than the population at large. Here is a list of the 10 Virginia school divisions with the largest gaps between general poverty rate and poverty among children under 18 (a proxy for the poverty rate of children in the school system):

largest_poverty_gaps

Source: 2012 U.S. Census Bureau data

The same pattern prevails in every school division in Virginia with the exception of five small localities with large university populations in which the number of “poor” is skewed by the presence of college students. (To see the poverty gap for all Virginia school divisions, click here.)

Even with a fair amount of upward economic mobility — poor people lifting themselves out of the ranks of the poor — the tendency of the poorest women to bear more children at a younger age continues to fill up school houses with their poor progeny, with all the economic and cultural disadvantages they suffer. I subscribe to the idea that many school divisions could be doing a better job with the resources they have — the horror stories I could tell you about the City of Richmond school system! But the problem is bigger than bad schools, bad teachers or inadequate funding.

The question that should concern us all: Will the trend of schools filling up with poor children get better or worse over time?

Bonus question: What does this mean for the ongoing debate on the war on poverty? Does the persistence of widespread poverty in the U.S. represent a failure on the part of U.S. institutions to foster upward economic mobility? Or does it reflect the fact that poor people replenish their ranks faster than people can raise out of poverty?

“The Icy Elegance of Arthur Ashe”

Arthur-Ashe-2 By Peter Galuszka

 Arthur Ashe is one of the finest athletes Virginia ever produced and is well known for his work in social and social justice. There have been been many books written about him, including his autobiography, but here’s one of the latest, written by a professor at Georgia Southern University. Here’s a book review I did for Style Weekly:

The Life magazine cover photo from Sept. 20, 1968, nails it.

In traditional tennis whites contrasting against his dark skin stands a lean, intense, Richmond-born athlete at the net clutching a tennis racket. The headline reads: “He topped the tennis world. The Icy Elegance of Arthur Ashe.”

Ashe was all that and more. He spent his childhood hitting the ball about segregated Brook Field Park in Richmond’s North Side and endured decades of racism at home and abroad. By 1968, he was using his vicious backhand and killer serve — 26 aces in one match — to become the first black player to win the U.S. Open. It was just one rung on a marvelous tennis career in a sport that had been almost completely closed to members of his race.

Ashe was anything but conventional. His father, Arthur Sr., was a strict disciplinarian who taught him courtesy and responsibility. As a gentlemanly young player in the 1950s, he quietly endured insults from the likes of the Country Club of Virginia, where he was unwelcome to play in city tournaments. He ended up working the all-black American Tennis Association circuit before finally escaping Richmond’s racism to St. Louis and then the University of California at Los Angeles, where he emerged as a top U.S. Davis Cup team member.

Along the way, he slowly developed a sense of social justice that burned in him until his death in 1993 from AIDS, which he acquired in a blood transfusion during heart surgery. Ashe’s rise as an activist against racism is well documented in Eric Allen Hall’s new book, “Arthur Ashe: Tennis and Justice in the Civil Rights Era,” (Johns Hopkins University Press). It should be of special interest locally, with Ashe’s statue standing in marked contrast just down Monument Avenue from the Confederate generals.

To read more, click here:

How to Revive a Lagging Regional Economy

Graphic credit: James V. Koch and Gary W. Wagner. Click to enlarge image.

Graphic credit: James V. Koch and Gary W. Wagner. Click to enlarge image.

by James A. Bacon

Dr. James V. Koch’s “The State of the Region: Hampton Roads 2014” report probably won’t get much attention outside of Hampton Roads, but it should. Not only is Hampton Roads the state’s second largest metropolitan economy, which means that its fortunes and misfortunes send large economic ripples across the state, but Koch’s observations about the region’s antiquated approach to economic development apply to many places in Virginia.

The message delivered by Koch and co-author Gary A. Wagner to an audience of more than 1,000 at the Norfolk Waterside Hotel was none too encouraging. After getting clobbered during the recession of 2007-2008, the Hampton Roads economy has been slow to bounce back. Employment growth has trailed state and national averages by a wide margin, as shown in the graph above. The stagnation in job growth can be explained in large measure by the impact of defense cutbacks on the region’s largest industry, the military. Comparing Department of Defense procurement awards 16 months pre- and post-sequestration (March 2013), Hampton Roads was down 24.4%. Moreover, sequestration will continue to squeeze as the military downshift continues and the Pentagon shifts its strategic focus to Asia.

“I think the Hampton Roads region is just starting to feel the effects of sequestration,” Wagner said in his presentation, according to an ODU recap.  “And as bad as things are (because of forecast freezes in DOD spending for the next two years) it could get worse. It’s a bumpy couple of years ahead for Hampton Roads.”

The Port of Virginia is a bright spot. After losing market share following the recession, the port reversed course and regained market share for three years running and now commands 17.2% of the East Coast market, a new peak. The expansion of the Panama Canal, which will encourage the use of more big ships, will confer a competitive advantage to the deep-channeled Virginia ports for a few years at least. But another traditional industry, tourism, remains stuck below its 2007 apex, as measured by hotel revenue. And housing prices have recovered less than a third of the value lost during the housing bust; the number of distressed homes, while improved,  remains historically high.

There are no “quick fixes” for what ails the Hampton Roads economy, Koch said. The region needs to adopt a long-term perspective.  “The bottom line is that economic development is a long-term process.” The region needs to invest more in projects with a long-term payoff like K-12 education, infrastructure and research and less in high-visibility projects like convention centers, hotels, arenas and entertainment centers. “We delude ourselves if we think we can short-cut [the economic-development] process by constructing flashy facilities that primarily redistribute income within our own region.”

The conventional wisdom on economic development “is no more,” he declared.  For decades, “economic development” in Hampton Roads, as across Virginia,  focused on attracting new firms and to do what it took — offering land, tax incentives, etc. — to attract them. But abundant research indicates that 80% to 85% of locational decisions are not influenced by such give-aways. “Incentives” amount to a wealth transfer to businesses that would have made the same decision anyway.

The hot idea in economic development today is growing businesses locally — economic “gardening,” to use a term coined by David Birch in the 1980s. Make life easier for small businesses by giving them access to high-speed Internet connections, providing cheap or temporary space, and connecting them to academic, financing, engineering and marketing resources. While most small businesses stay small, some become growth stars that account for immense investment and job creation.

Hampton Roads, always a laggard, recorded the lowest level of business start-ups among nine Virginia regions from 2010 to 2012. Rather than subsidizing selected businesses, Koch advocates an approach of identifying impediments to growth and helping firms overcome those impediments. “What would it take for one of our new, small microbreweries to grow and access new markets? For Liebherr to develop and implement a new cost-saving technology? For BAE Systems to become a major player in off-shore wind generation? Let’s find out! Let’s garden our regional economy.”

Among other ideas Koch explored: creating “innovation districts,” where knowledge-based start-ups are clustered geographically, often in proximity to a research university, where easy interaction stimulates innovation;  promoting university Research & Development at ODU, Eastern Virginia Medical College and the College of William & Mary; and supporting job and skill development programs and apprenticeships.

Bacon’s bottom line: Koch is spot-on about the need to think differently about economic development in Virginia. At the top of the list of bad public investments — let’s call a spade a spade… of stupid public investments — are glitzy convention centers, arenas and sports centers. For the most part, all they do is redistribute entertainment dollars within a region at great public cost. If a region is prosperous and a market exists, the private sector will build those facilities on its own. Second on the list of bad public investments are “incentives” for attracting new businesses. Most of that money is wasted. Better to invest in helping citizens gain the education and skills they need to compete in a knowledge-based economy.

Now, if only we could persuade Koch to apply his keen analytical insights to understanding the pervasive effect of human settlement patterns on a region’s economic competitiveness. Then we’d really be getting somewhere.

Virginia Students Achieve SAT Gains

SAT_scores

Table credit: Virginia Department of Education

Some good news about College Board SAT scores in Virginia to balance out the dismal news about Standard of Learning (SOL) pass rates: Public school students eked out gains in average SAT scores in 2014, continuing to outperform their counterparts nationally. Average public school reading scores improved by three points on the 200- to 800-point scale, while math scores gained a point and writing lost a point.

Virginia public school juniors and seniors ranked fourth nationally for the percentage (19.2%) earning a qualifying score (at least 3 out of 5) in one or more exams.

While Asians and whites continue to earn higher SAT scores on average, Virginia’s solid performance comes after years of steady expansion in the number of black, Hispanic and low-income students taking the exam. According to the College Board, 69% of Virginia public school graduates took the SAT in 2014.

SAT_participation

Image credit: College Board 10th Annual Report to the Nation

Also, black and Hispanic students out-performed their peers nationally. Indeed, Virginia Hispanics out-performed Hispanics nationally by a wide margin, possibly reflecting the large concentration of Hispanic students in Northern Virginia, a region of that sets higher educational expectations and has one of the best educated populations of the entire country.

Forty-five percent of Virginia’s 2014 public school SAT takers achieved the College Board’s benchmark for college readiness, according to a Virginia Department of Education press release. The benchmark score of 1550 ( reading, mathematics and writing sections combined) indicates a 65% likelihood of achieving a B-minus grade-point average or higher during the first year of college. Nationwide, 42.6% of SAT takers met the readiness standard.

Bacon’s bottom line: Virginia’s population is bifurcating along educational lines. On the one hand, an increasing percentage of high school students are achieving college-ready standards. On the other, a large and intractable percentage are failing to meet basic standards of proficiency. To a large extent, K-12 educational achievement is economic destiny. As the economy increasingly rewards cognitive skills over manual skills, that divide will become more and more pronounced. Scary prospect.

– JAB