Category: Education

Boys Town Closes California Sites Due to Intrusive Regulations

(p. 1A) It’s been a century since a young Irish priest named Father Edward Flanagan welcomed homeless boys into a run-down Victorian mansion in downtown Omaha.
But as Boys Town celebrates its centennial, the organization is lessening its focus on the kind of residential care model that made it famous.
The latest wave came in June, as Boys Town announced the shuttering of sites in New York, Texas and California, including one residential care site in Orange County.
. . .
In 2000 under the Rev. Val Peter, then its executive director, the organization had 16 sites — though some were shelters without residential care.
The Rev. Steven Boes, current president and national executive director, insists the Flanagan mission of caring for American families and children remains, despite what he called some tough decisions to close sites.
. . .
(p. 2A) Boys Town decided to shutter its 80-acre residential site in Trabuco Canyon and two family homes in Tustin, California, after years of advocating for regulatory changes in that state. At the time of the June announcement, those homes housed 28 children.
The Trabuco Canyon site was one of 14 Boys Town residential care facilities opened in the 1980s and ’90s as Peter worked to spread the model to larger metro areas around the nation.
Since then, changing state regulations have made it more difficult to implement the Boys Town model in many of those areas, said Bob Pick, executive vice president of youth care.
“We opened those sites 20 or 30 years ago, and it was an exciting time,” Pick said. “But times change, contracts change and we have to serve kids with the highest quality. We just couldn’t do that in some locations.”
When the Trabuco Canyon facility opened, youths stayed for up to two years, Pick said, adding that Boys Town’s own research shows that the minimum stay should be about six months and a yearlong stay is ideal.
Because of contractual rules including mandated length of stays in California, “we couldn’t get kids to stay longer than two or three months,” Pick said. “That’s just not quality care.”
. . .
The changes at Boys Town haven’t come without criticism.
The Rev. Peter worries that the closing of Boys Town sites and focus on research runs afoul of Flanagan’s mission. “I gave my whole life to this — to Flanagan’s dream,” Peter, 83, said. “This is called God’s dream. Times change, but God’s dream doesn’t.”

For the full story, see:
Klecker, Mara. “Renowned care model no longer main focus; Overall trend is toward in-home family consulting, fewer residential sites.” Omaha World-Herald (Sun., Aug. 27, 2017): 1A-2A.
(Note: ellipses added..)

Churchill’s “Natural Curiosity and General Optimism about Life”

(p. A11) In a newly unearthed essay sent to his publisher on Oct. 16, 1939 — just weeks after Britain entered World War II and Churchill became part of the wartime cabinet — and later revised, he was pondering the likelihood of life on other planets.
. . .
The manuscript was passed on to the National Churchill Museum in Fulton, Mo., the site of famed 1946 Iron Curtain speech, in the 1980s by Wendy Reves, the wife of Churchill’s publisher, Emery Reves. It had been overlooked for years until Timothy Riley, who became the museum’s director last year, stumbled upon it recently. Soon after news of the discovery, two other copies were found in a separate archive in Britain.
. . .
Largely self-educated in the sciences, Churchill had boundless curiosity for practically anything, an attitude he once described as “picking up a few things as I went along.”
. . .
He was the first prime minister to hire a science adviser. Frederick Lindemann, a physicist, became Churchill’s “on tap” expert and once described him as a “scientist who had missed his vocation,” said Andrew Nahum, who organized an exhibition on Churchill and science at the Science Museum in London. He found a separate copy of the essay in the Churchill Archives Center at the University of Cambridge.
. . .
In the interwar period, Churchill wrote numerous scientific articles, including one called “Death Rays” and another titled “Are There Men on the Moon?” In 1924, he published a text asking readers “Shall We All Commit Suicide?” in which he speculated that technological advances could lead to the creation of a small bomb that was powerful enough to destroy an entire town.
Churchill’s recently unearthed article on extraterrestrial life was probably written in the same vein and was probably intended to be published as a popular science piece for a newspaper.
Two other scientific essays — one on cell division in the body and another on evolution — are stored in the museum’s archives in Fulton, Mr. Riley, the museum director, said in an interview.
Churchill had a “natural curiosity and general optimism about life,” Mr. Riley said. He had “a willingness to see technical and scientific advances improve not only his immediate world or his country, but the world.”

For the full story, see:
KIMIKO de FREYTAS-TAMURA. “A Lost Essay from Churchill on Alien Life.” The New York Times (Weds., FEB. 16, 2017): A11.
(Note: ellipses added.)
(Note: the online version of the story has the date FEB. 15, 2017, and has the title “Winston Churchill Wrote of Alien Life in a Lost Essay.”)

DeVos Defends Due Process at Universities

(p. A17) Education Secretary Betsy DeVos has made clear her intention to correct one of the Obama administration’s worst excesses–its unjust rules governing sexual misconduct on college campuses. In a forceful speech Thursday at Virginia’s George Mason University, Mrs. DeVos said that “one rape is one too many”–but also that “one person denied due process is one too many.” Mrs. DeVos declared that “every student accused of sexual misconduct must know that guilt is not predetermined.”
. . .
As four Harvard law professors–Jeannie Suk Gersen, Janet Halley, Elizabeth Bartholet and Nancy Gertner–argued in a recent article, a fair process requires “neutral decisionmakers who are independent of the school’s [federal regulatory] compliance interest, and independent decisionmakers providing a check on arbitrary and unlawful decisions.” The four had been among more than two dozen Harvard law professors to express concerns about the Obama administration’s–and Harvard’s–handling of Title IX. So too had 16 University of Pennsylvania law professors, as well as the American Council for Trial Lawyers.

For the full commentary, see:
KC Johnson and Stuart Taylor Jr. “DeVos Pledges to Restore Due Process; The Obama Education Department’s Title IX decree ‘failed too many students,’ she says.” The Wall Street Journal (Fri., Sept. 8, 2017): A17.
(Note: ellipsis added.)
(Note: the online version of the commentary has the date Sept. 7, 2017.)

The commentary, quoted above, is related to the authors’ book:
Johnson, KC, and Stuart Taylor, Jr. The Campus Rape Frenzy: The Attack on Due Process at America’s Universities. New York: Encounter Books, 2017.

The article by the Harvard law professors, mentioned above, has been posted online at:
https://dash.harvard.edu/bitstream/handle/1/33789434/Fairness%20for%20All%20Students.pdf?sequence=1

47% Believe College Degree Will NOT Lead to Good Job

(p. A3) Americans are losing faith in the value of a college degree, with majorities of young adults, men and rural residents saying college isn’t worth the cost, a new Wall Street Journal/NBC News survey shows.
The findings reflect an increase in public skepticism of higher education from just four years ago and highlight a growing divide in opinion falling along gender, educational, regional and partisan lines.
. . .
Overall, a slim plurality of Americans, 49%, believes earning a four-year degree will lead to a good job and higher lifetime earnings, compared with 47% who don’t, according to the poll of 1,200 people taken Aug. 5-9. That two-point margin narrowed from 13 points when the same question was asked four years earlier.
Big shifts occurred within several groups. While women by a large margin still have faith in a four-year degree, opinion among men swung significantly. Four years ago, men by a 12-point margin saw college as worth the cost. Now, they say it is not worth it, by a 10-point margin.
Likewise, among Americans 18 to 34 years old, skeptics outnumber believers 57% to 39%, almost a mirror image from four years earlier.
Today, Democrats, urban residents and Americans who consider themselves middle- and upper-class generally believe college is worth it; Republicans, rural residents and people who identify themselves as poor or working-class Americans don’t.

For the full story, see:
Josh Mitchell and Douglas Belkin. “Fewer Americans Value a College Degree, Poll Finds.” The Wall Street Journal (Fri., SEPT. 8, 2017): A3.
(Note: ellipsis added.)
(Note: the online version of the story has the date SEPT. 7, 2017, and has the title “Americans Losing Faith in College Degrees, Poll Finds.” The order of paragraphs was different in the online and print versions; the passages quoted above are from the online version.)

Students Learn More in Charter Schools

(p. A17) On Sept. 8, 1992, the first charter school opened, in St. Paul, Minn. Twenty-five years later, some 7,000 of these schools serve about three million students around the U.S. Their growth has become controversial among those wedded to the status quo, but charters undeniably are effective, especially in urban areas. After four years in a charter, urban students learn about 50% more a year than demographically similar students in traditional public schools, according to a 2015 report from Stanford’s Center for Research on Education Outcomes.
The American cities that have most improved their schools are those that have embraced charters wholeheartedly. Their success suggests that policy makers should stop thinking of charters as an innovation around the edges of the public-school system–and realize that they simply are a better way to organize public education.
New Orleans, which will be 100% charters next year, is America’s fastest-improving city when it comes to education. Test scores, graduation and dropout rates, college-going rates and independent studies all tell the same story: The city’s schools have doubled or tripled their effectiveness in the decade since the state began turning them over to charter operators.
. . .
The teachers unions hate this model, because most charter schools are not unionized. But if someone discovered a vaccine to cure cancer, would anyone limit its use because hospitals and drug companies found it threatening?

For the full commentary, see:
David Osborne. “Charter Schools Are Flourishing on Their Silver Anniversary; The first one, in St. Paul, Minn., opened in 1992. Since then they’ve spread and proven their success.” The Wall Street Journal (Fri., Sept. 8, 2017): A17.
(Note: ellipsis added.)
(Note: the online version of the commentary has the date Sept. 7, 2017.)

The commentary, quoted above, is related to Osborne’s book:
Osborne, David. Reinventing America’s Schools: Creating a 21st Century Education System. New York: Bloomsbury USA, 2017.

“We Liberals” Oppose Diversity of Ideas

(p. 11) We liberals are adept at pointing out the hypocrisies of Trump, but we should also address our own hypocrisy in terrain we govern, such as most universities: Too often, we embrace diversity of all kinds except for ideological. Repeated studies have found that about 10 percent of professors in the social sciences or the humanities are Republicans.
We champion tolerance, except for conservatives and evangelical Christians. We want to be inclusive of people who don’t look like us — so long as they think like us.
I fear that liberal outrage at Trump’s presidency will exacerbate the problem of liberal echo chambers, by creating a more hostile environment for conservatives and evangelicals. Already, the lack of ideological diversity on campuses is a disservice to the students and to liberalism itself, with liberalism collapsing on some campuses into self-parody.
. . .
Whatever our politics, inhabiting a bubble makes us more shrill. Cass Sunstein, a Harvard professor, conducted a fascinating study of how groupthink shapes federal judges when they are randomly assigned to three-judge panels.
When liberal judges happened to be temporarily put on a panel with other liberals, they usually swung leftward. Conversely, conservative judges usually moved rightward when randomly grouped with other conservatives.
It’s the judicial equivalent of a mob mentality. And if this happens to judges, imagine what happens to you and me.
Sunstein, a liberal and a Democrat who worked in the Obama administration, concluded that the best judicial decisions arose from divided panels, where judges had to confront counterarguments.
Yet universities are often the equivalent of three-judge liberal panels, and the traditional Democratic dominance has greatly increased since the mid-1990s — apparently because of a combination of discrimination and self-selection. Half of academics in some fields said in a survey that they would discriminate in hiring decisions against an evangelical.
The weakest argument against intellectual diversity is that conservatives or evangelicals have nothing to add to the conversation. “The idea that conservative ideas are dumb is so preposterous that you have to live in an echo chamber to think of it,” Sunstein told me..

For the full commentary, see:
Kristof, Nicholas. “The Dangers of Echo Chambers on Campus.” The New York Times, SundayReview Section (Sun., DEC. 11, 2016): 11.
(Note: ellipsis added.)
(Note: the online version of the commentary has the date DEC. 10, 2016.)

Cass Sunstein’s research on the effect of political orientation on federal judges’ decisions, mentioned above, was most fully reported in:
Sunstein, Cass R., David Schkade, Lisa M. Ellman, and Andres Sawicki. Are Judges Political?: An Empirical Analysis of the Federal Judiciary. Washington, D.C.: Brookings Institution Press, 2006.

Code Schools Provide Intense 12 Week Training, and Jobs

(p. B1) Across the U.S., change is coming for the ecosystem of employers, educational institutions and job-seekers who confront the increasingly software-driven nature of work. A potent combination–a yawning skills gap, stagnant middle-class wages and diminished career prospects for millennials–is bringing about a rapid shift (p. B4) in the labor market for coders and other technical professionals.
Riding into the breach are “code schools,” a kind of vocational training that rams students through intense 12-week crash courses in precisely the software-development skills employers need.

For the full commentary, see:
Christopher Mims. “Code-School Boot Camps Offer Fast Track to Jobs.” The Wall Street Journal (Mon., Feb. 27, 2017): B1 & B4.
(Note: the online version of the commentary has the date Feb. 26, 2017, and has the title “A New Kind of Jobs Program for Middle America.”)

Mitch Daniels Attempts Disruptive Innovation in Higher Ed

(p. A17) Last month’s announcement that Indiana’s Purdue University would acquire the for-profit Kaplan University shocked the world of higher education. The Purdue faculty are up in arms. The merger faces a series of regulatory obstacles. And it’s unclear whether the “New U,” as the entity is temporarily named, can be operationally viable or financially successful.
But Purdue’s president, Mitch Daniels, is willing to give it a shot.
The venture is unexpected, unconventional and smart. The nature of the partnership–in which Kaplan will transfer its assets to Purdue, a public university–is unprecedented. It’s also a rare instance of attempted self-disruption.
There are lessons here from the business world. In the seminal 1997 book, “The Innovator’s Dilemma,” Harvard professor Clayton Christensen describes how leading companies can do everything “right” and still be thwarted by disruptive competitors. In an effort to appease stakeholders, leaders focus resources on activities that target current customers, promise higher profits, build prestige, and help them play in substantial markets. As Mr. Christensen observes, they play the game the way it’s supposed to be played. Meanwhile, a disruptive innovation is changing all the rules.
. . .
The higher-education industry, full of brilliant and competent leaders, is ripe for disruption. Despite mounting political pressure–not to mention the struggles of indebted alumni–most college presidents believe that their institutions are providing students with good value. By and large, they remain comfortable making small, marginal tweaks to their business models. In the meantime, college becomes ever more expensive.
In contrast, Mr. Daniels has a long history of bold, innovative moves.
. . .
Mr. Daniels is setting Purdue on the right course, for good reasons, and he deserves a great deal of credit. As the saying goes, a journey of a thousand miles begins with a single step. For Purdue, the next thousand miles will consist of navigating regulatory approvals, winning the support of stakeholders, and, not least, the hard work of building New U. We can be hopeful, on behalf of those left behind by today’s higher education system, that Purdue treads a path that others can follow.

For the full commentary, see:
Alana Dunagan. “The Innovator’s Dilemma Hits Higher Ed; Purdue’s acquisition of Kaplan University is risky, unconventional, unexpected–and smart.” The Wall Street Journal (Tues., May 16, 2017): A17.
(Note: ellipses added.)
(Note: the online version of the commentary has the date May 15, 2017.)

Christensen books relevant to the passages quoted above, are:
Christensen, Clayton M. The Innovator’s Dilemma: The Revolutionary Book That Will Change the Way You Do Business. New York: NY: Harper Books, 2000.
Christensen, Clayton M., and Henry J. Eyring. The Innovative University: Changing the DNA of Higher Education from the inside Out. San Francisco, CA: Jossey-Bass, 2011.
Christensen, Clayton M., and Michael E. Raynor. The Innovator’s Solution: Creating and Sustaining Successful Growth. Boston, MA: Harvard Business School Press, 2003.

Fearing FDA, Schools Stop Students from Using Sunscreen Lotions

(p. A11) The Sunbeatables curriculum, designed by specialists MD Anderson Cancer Center, features a cast of superheroes who teach children the basics of sun protection including the obvious: how and when to apply sunscreen.
There’s just one wrinkle. Many of the about 1,000 schools where the curriculum is taught are in states that don’t allow students to bring sunscreen to school or apply it without a note from a doctor or parent and trip to the nurse’s office.
Schools have restrictions because the U.S. Food and Drug Administration labels sunscreen as an over-the-counter medication.
. . .
Melanoma accounts for the majority of skin cancer-related deaths and is among the most common types of invasive cancers. One blistering sunburn in childhood or adolescence can double the risk of developing melanoma, says Dr. Tanzi. And sun damage is cumulative. The Skin Cancer Foundation notes that 23% of lifetime sun exposure occurs by age 18. Regular sunscreen application is a widespread recommendation among medical experts though some groups have raised concerns about the chemicals in certain sunscreens.
“Five or more sunburns increases your melanoma risk by 80% and your non-melanoma skin cancer risk by 68%,” Dr. Tanzi says.
Pediatric melanoma cases add up to a small but growing number. There are about 500 children diagnosed every year with the numbers increasing by about 2% each year, says Shelby Moneer, director of education for the Melanoma Research Foundation.

For the full story, see:
Sumathi Reddy. “YOUR HEALTH; It’s School, No Sunscreen Allowed.” The Wall Street Journal (Tues., May 16, 2017): A11.
(Note: ellipsis added.)
(Note: the online version of the story has the date May 15, 2017, and has the title “YOUR HEALTH; Where Kids Aren’t Allowed to Put on Sunscreen: in School.”)

Seeking a “Safe Space” to Protect Taxpayers from Wasteful “Spending on Political Correctness”

(p. A1) WORCESTER, Mass. — A freshman tentatively raises her hand and takes the microphone. “I’m really scared to ask this,” she begins. “When I, as a white female, listen to music that uses the N word, and I’m in the car, or, especially when I’m with all white friends, is it O.K. to sing along?”
The answer, from Sheree Marlowe, the new chief diversity officer at Clark University, is an unequivocal “no.”
The exchange was included in Ms. Marlowe’s presentation to recently arriving first-year students focusing on subtle “microaggressions,” part of a new campus vocabulary that also includes “safe spaces” and “trigger warnings.”
. . .
(p. A3) In August [2016], the University of Wisconsin system, which includes the Madison flagship and 25 other campuses, said it would ask the State Legislature for $6 million in funding to improve what it called the “university experience” for students. The request includes money for Fluent, a program described as a systemwide cultural training for faculty and staff members and students.
But that budget request has provoked controversy. “If only the taxpayers and tuition-paying families had a safe space that might protect them from wasteful U.W. System spending on political correctness,” State Senator Stephen L. Nass, a Republican, said in a statement issued by his office, urging his fellow lawmakers to vote against the appropriation.
Mr. Nass’s objection to spending money on diversity training reflects a rising resistance to what is considered campus political correctness. At some universities, alumni and students have objected to a variety of campus measures, including diversity training; “safe spaces,” places where students from marginalized groups can gather to discuss their experiences; and “trigger warnings,” disclaimers about possibly upsetting material in lesson plans.
Some graduates have curtailed donations, and students have suggested that diversity training smacks of some sort of Communist re-education program.
The backlash was exemplified recently in a widely publicized letter sent to new freshmen at the University of Chicago by the dean of students, John Ellison.
He warned that the university did not “support so-called trigger warnings, we do not cancel invited speakers because their topics might prove controversial, and we do not condone the creation of intellectual safe spaces where individuals can retreat from ideas and perspectives at odds with their own.”

For the full story, see:
STEPHANIE SAUL. “Campuses Cautiously Train Freshmen Against Subtle Insults.” The New York Times (Weds., SEPT. 7, 2016): A1 & A3.
(Note: ellipsis, and bracketed year, added.)
(Note: the online version of the story has the date SEPT. 6, 2016, and has the title “Campuses Cautiously Train Freshmen Against Subtle Insults.”)