As I have written in the past, a lot of attention is currently being paid to the topic of student loan debt in the United States (a couple of representative posts can be found here and here). Earlier this year, President Obama proposed to make community college free for all students, motivated at least in part by concerns over the growing volume of student loan debt in the nation. With the 2016 presidential campaign starting to gear up, there are already indications that student loans will be an important topic of debate.
I recently received in my email inbox a request to sign a petition to “forgive all student loan debt” in the country. The email did not come from some fringe group that was an offshoot of the Occupy Movement that first started a few years ago, and included as one of its platforms the elimination of all student loan debt. The email came from the American Federation of Teachers, the second-largest teacher union in the country, representing over 1.6 million members. The AFT, in conjunction with other groups, is calling on President Obama and Congress to wipe out all of the existing $1.3 trillion in loan debt held by current and former college students in the nation.
Continue reading “Why I won’t sign the petition to cancel all student debt”
This week’s New York Times contained a piece by economics columnist Eduardo Porter titled “Why Aid for College is Missing the Mark.” In the article, Porter argues that the “Bennett Hypothesis” – the assertion first made 27 years ago by former Secretary of Education William Bennett that increasing federal subsidized loans leads to rises in tuition prices – is the primary culprit behind the well-documented increase in tuition prices across the country over the last few decades. As Porter puts it, “Nearly two decades later, it seems, he was broadly right. Indeed, [Bennett] didn’t know the half of it.” Powerful words, but the problem is that Porter is in large part wrong regarding what Secretary Bennett actually said, as well as in his interpretation of the current situation.
Continue reading “Missing the mark on “missing the mark””
Having taught educational policy throughout most of my career as a faculty member, I would often start the course with the old saying, “Policy is like sausage – you don’t want to see either being made.” Just as most of us would not like to watch the sausage making process, for fear that we would find out what gets ground up and put into it, many of us – even those who consider ourselves “policy wonks” – similarly wish we could close our eyes as we watch the policy making process. As I write, there is a good example of sausage-making going on at the Department of Education in Washington.
The Department, and Secretary of Education Arne Duncan as its leader, has been pushing for more rigorous assessment of teachers and the programs that train them. This is a goal that is understandable and laudable; there has been much attention paid lately to the issue of teacher quality and how school districts can determine which are the most effective teachers and which are the least. Mary Kennedy, a faculty member in our Teacher Education program, edited a recent book on the topic – Teacher Assessment and the Quest for Teacher Quality: A Handbook. You can also read a briefing on the topic written by our Teacher Education program a few years ago.
Continue reading “Making sausage in the Department of Education”