Isegoria

As someone who greatly benefited from school choice and ambitious curricula, Austin Vernon took years to accept the inconvenient lack of demand for higher-quality education:

My favored model is that schools have an iron triangle:

1. Parents need someone to watch their kids while they work. They often don’t want to think about it, and they are usually content as long as their kids can reach the same status or skill levels they have.
2. Most students prefer doing as little work as possible and focusing on fun activities like sports.
3. Teachers don’t want to be bothered by disruptive students, nagging parents, or overbearing administrators.

Teachers provide the minimum instruction required to meet parental expectations. Students can avoid doing most work by showing up and behaving. Parents don’t bother teachers as long as their children come home intact. Teachers don’t bother parents as long as their kids behave. They also organize to limit administrator influence, often allying with students and parents. Honors programs provide a relief valve for teachers, parents, and students with more ambition or stronger tendencies to seek status. The most ambitious still need to seek outside tutoring.

Everyone is happy, and these stakeholders might falsify records if the government demands “higher standards.” They will fight hard against binding requirements or innovations like teaching scripts that challenge this compact.

This iron triangle collides with digital tools:

The number two pencil is one of the most critical tools for our iron triangle. Grade books need adjustments at the end of semesters to pass on underperforming students or raise a grade for an unhappy student (or parent). Sometimes state-mandated standardized tests need altering as well. Teachers can make these changes using an eraser or the keyboard on an unconnected spreadsheet without being charged with fraud.

Many education reformers dream of systems where students use personalized software. There are some schools where it works wonderfully. One of my high school mentors joined a non-profit education organization to assist rural schools wanting to adopt these systems. 5-10 districts adopted the program, but many encountered issues. Teachers, parents, and students revolted at one of the most successful implementations, forcing the district to revert to the old ways. Another became a crime scene because teachers didn’t realize that a central database tracked the changes they made to student grades at the end of the semester.

[…]

ChatGPT-for-schools must be compatible with a “Gentleman’s C” for widespread adoption. It could even be popular if it helps with classroom control, allows students to goof off, and lets parents believe their students have world-class teachers.

Toward the end of the Second World War, George Francis explains, Britain engaged in a radical educational experiment:

The all-party war coalition produced the 1944 Education Act creating “grammar schools,” state-run selective schools to take in all children in the top 25% of academic ability at age 11. Twenty years later, the experiment would be over. The then Labour Government demanded that grammar schools be converted into “state comprehensives” with no selective admissions. In 1970, Education Minister Margaret Thatcher declared that no more conversions were necessary but that no more grammar schools could be built either. A small number of grammar schools have survived in limbo, mainly in Northern Ireland and the Home Counties of Southern England.

[…]

The meritocratic proponents of grammar schools believe that separating children by ability allows for a more tailored education, promoting social mobility and human flourishing. By contrast, the egalitarians believe the system is unfair, providing elite schooling to those already born lucky, whether by genetics or environment, at the expense of everyone else.

[…]

Grammar school grades in GCSE exams are around 1.2 standard deviations higher on average, equivalent to the scores of those in the 85th percentile. However, grammar schools also select the best students.

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When the most rigorous statistical tests are used, moving into elite schooling does not seem to matter much for grades. It seems very unlikely that grammar schools, as they exist today, lead to better outcomes. This may not have always been the case. At least prior to 1964, grammar schools trained their students for a more thorough curriculum and tough examinations compared to what was taught in other government schools. However, so long as they are teaching the same curriculum, it is unlikely that the selective nature of grammar schools helps their students to learn much more.

Smart kids do better in school, but they don’t do even better at a selective school that teaches the same material at the same pace as the regular school.

In 1922, Oregon passed a law requiring every child to attend a local public school:

Supporters including the KKK admitted the aim was to drive all private schools in the state out of business. But before the law went into effect, the U.S. Supreme Court deemed it unconstitutional.

Undeterred, the Klan continued pursuing its education agenda in the public sphere. Members bullied Catholic teachers and principals into vacating public school jobs. They made donations of (Protestant) Bibles and agitated for mandatory (Protestant) prayer and religion classes. And they lined up behind the National Education Association (NEA), the country’s largest teachers union, as it lobbied over more than a decade for the establishment of a federal Department of Education.

The groups wanted an Education Department that would provide funding to schools across the country, thereby promoting literacy and patriotism. An influx of immigrants had raised concerns that pockets of the country were not being assimilated into the American way of life. Compulsory education was meant to build national unity, ensuring the country’s future workers could speak the same language and preparing them to be productive members of society.

Supporters of this effort often portrayed it as a grand humanitarian crusade. “We must have a compulsory education system to reach and uplift every future citizen,” national Ku Klux Klan leader Hiram Evans said in 1924. If the campaign was successful, “all our humanity might live in harmony.”

The cruelly coercive nature of the proposals nevertheless was apparent. “We will be a homogeneous people,” Evans told a friendly audience in 1923. “We will grind out Americans like meat out of a grinder.” Or as an early Progressive education reformer chillingly put it in 1902, “The nation has a right to demand intelligence and virtue of every citizen, and to obtain these by force if necessary.”

As the NEA and KKK pushed to federalize education funding, they met opposition from Catholic institutions. The National Catholic Welfare Council, a U.S. body of Catholic bishops and staff, worked diligently to oppose bills that would have elevated an Interior Department bureau collecting education statistics into its own cabinet agency. America, a Jesuit magazine, editorialized against the legislative proposals as well. Fearing that federal funding of education would lead to federal control of education, Catholic leaders argued that parents must be allowed to determine what kind of schooling was right for their kids.

History was on the Catholics’ side. Education in America had always been a state and local issue. Although the Founders “wanted a nation of virtuous, informed citizens,” wrote Kevin Kosar, then of the R Street Institute, in 2015, “almost nobody saw educating them as the federal government’s job. The Constitution didn’t authorize the federal government to make schools policy.”

In the 1920s and ’30s, opponents were successful at preventing the establishment of a standalone cabinet agency. But the push for a centralized education authority didn’t go away even when the Klan did. Lawmakers in Washington began appropriating school funding in the decades that followed, and a federal Department of Education was officially created in 1979.

The Brookings Institution looks at college enrollment disparities by gender, race, and socioeconomic status among students with similar academic preparation — measured by student test scores, high school grades, and course-taking — and find — surprise! — that gaps are much smaller and sometimes reversed among students with similar academic preparation:

We use the restricted-use High School Longitudinal Survey (HSLS 2009), a nationally representative sample of 2009-10 ninth graders.

Stephen Hsu was the most senior administrator who reviewed all the tenure and promotion cases at his university:

We have 50,000 students here. It’s one of the biggest universities in the United States. Each year, there are about 150 faculty who are coming up for promotion from associate professor to full professor or assistant to associate with tenure. And there are sometimes situations where you know what the system wants you to do with a particular person, but there’s a question of your personal integrity—whether you want to actually uphold the standards of the institution in those circumstances.

It’s funny, because the president who hired me actually wanted me to do that. She wanted someone who was very rigorous to control this process. But I knew I was gradually making enemies. Sometimes there’s a popular person, and maybe there’s some diversity goal or gender equality goal. So you have this person maybe who hasn’t done that well with their research, or hasn’t been well-funded with external grants, or maybe their teaching evaluations aren’t that great, but some people really want them promoted. And if you impose the regular standard and they don’t get promoted, you’ve made a lot of enemies.

So if I just thought to myself, “I’m not going to be at Michigan State 10 years from now—let them let them handle the problems if all these people who are not so good get promoted. Let them deal with it,” that would be the smart thing if I were a careerist or self-interested person. Don’t make waves, just put your finger in the wind and say: “Which way is the wind blowing? I’ll just go with that.” But I didn’t do that. Because I thought, “What’s the point of doing this job if you’re not going to do it right?” Now imagine how many congressmen are doing this, imagine how many have really deeply held principles that they’re trying to advance. Maybe it’s 10 percent? I don’t know, But it’s nowhere near 100 percent.

It’s the same in higher ed. There’s something called the College Learning Assessment. It’s a standardized test that was developed over the last 20 years. And it’s supposed to evaluate the skills that were learned by students during college. For less prestigious directional state universities this would be a very good tool, because the subset of graduates who did well on the CLA could get hired by General Motors or whatever with the same confidence as they were able to hire the kid from Harvard, University of Michigan, or anywhere else. So there was interest in building something like the CLA.

In order not to do it in a vacuum, the people who were developing it went to all these big corporations and said “Well, what are the skills that you really want out of a college graduate?” And not surprisingly, they wanted things like being able to read an article in The Economist and write a good summary. Or to look at graphs and make some inferences. Nothing ivory tower—it was all very reasonable, practical stuff. And so they commissioned this huge study by RAND. Twenty universities participated, including MIT, Michigan, some historically black colleges, some directional state universities—a huge spectrum covering all of American higher education.

They found that leaving students’ CLA score was very highly correlated to their incoming SAT score. Well, if you knew anything about psychometrics, it’s no surprise that the delta between your freshman year and your senior year on the CLA score is minimal. So what are kids buying when they go to college for four years? Are they getting skills that GM or McKinsey want, or are they just repackaging themselves?

I showed the results of this Rand CLA study to my colleagues, the senior administrators at Michigan State University, and I tried to get them to understand: “Guys, do you realize that maybe we’re not doing what we think we’re doing on this campus? You probably go out and tell alums and donors, moms and dads that we’re building skills for these kids at Michigan State, so they can be great employees of Ford Motor Company and Anderson Consulting when they get out. But the data doesn’t actually say that we do that.” I’m not talking about specialist majors like accounting or engineering, where we can see the kids are coming out with skills they didn’t enter with. I’m talking about generalist learning and “critical thinking” that schools say they teach, but the CLA says otherwise.

I have all my emails from when I was in that job, so I can tell you exactly how much intellectual curiosity and updating of priors there was among these vice presidents and higher at major Big 10 universities. Now, they could have come back and said, “Steve, I don’t believe this RAND study. My son Johnny learned a lot when he was at Illinois,” or something. They could have come back and contested the findings. Did any of them contest the findings with me? Zero.

Did any of them care about what was revealed about the business that we’re actually in, about what is actually going on our campus? One or two well-meaning VPs emailed me saying “Wow, that’s incredible. I never would have thought…” One of the women who emailed me back had a college-aged kid, and this actually impacted some decisions that were going on in her family at the time.

But there was overall very little concern about the findings, there was very little pushback even denying the findings. Those are the people running your institutions of higher education. I discussed these findings with lots of other top administrators at other universities and very few people care. They’ve got their career, they’re just doing their thing.

Stephen Hsu worked for a time as a vice president of a university and notes that administrators are a different group:

The top level administrators at universities are usually drawn from the faculty, or from faculty at other universities. After being a top level administrator at a Big 10 university, and meeting provosts and presidents at the other top universities, I have a pretty good feel for this particular collection of people.

You can imagine what it is that makes someone who’s already a tenured professor in biochemistry decide they want to take on this huge amount of responsibility and maybe even shut down their own research program. They are very, very careerist people. And that is a huge problem, because incentives are heavily misaligned.

The incentive for me as a senior administrator is not to make waves and keep everything kind of calm. Calm down the crazy professor who’s doing stuff, assuage the students that are protesting, make the donors happy, make the board of trustees happy. I found that the people who were in the role so they could advance their career, versus those trying to advance the interests of the institution, were very different. There were times when I felt like I had to do something very dangerous for me career-wise, but it was absolutely essential for the mission of the university. I had to do that repeatedly.

And I told the president who hired me, “I don’t know how long I’m going to last in this job, because I’m going to do the right thing. If I do the right thing and I’m bounced out, that’s fine. I don’t care.” But most people are not like that.

In economics, there’s something called the principal-agent problem. Let’s say you hire a CEO to manage your company. Unless his compensation is completely determined by some long-dated stock options or something, his interests are not aligned with the long-term growth for your company. He can have a great quarter by shipping all your manufacturing off to China, have a great few quarters, and get a huge bonus. Even if, on a long timescale, it’s really bad for your bottom line.

So there’s a principal-agent problem here. Anytime you give centralized power to somebody, you have to be sure that their incentives — or their personal integrity — are aligned with what you want them to promote at the institution. And generally, it’s not well done in the universities right now.

It’s not like it used to be that, “Oh, if Joe or Jane is going to become university president, you can bet that their highest value is higher education and truth, that’s the American way.” It was probably never true. But they don’t claw back your compensation as a president of the university if it later turns out that you really screwed something up. You know, they don’t really even do that with CEOs.

Russell Jacoby argued — in The Last Intellectuals: American Culture in the Age of Academe, back in 1987 — that public intellectuals had ensconced themselves in the universities, where the politics of tenure loom larger than the politics of culture:

But my critics and I both missed something that might not have been obvious 30 years ago. By the late 1990s the rapid expansion of the universities came to a halt, especially in the humanities. Faculty openings slowed or stopped in many fields. Graduate enrollment cratered. In my own department in 10 years we went from accepting over a hundred students for graduate study to under 20 for a simple reason. We could not place our students. The hordes who took courses in critical pedagogy, insurgent sociology, gender studies, radical anthropology, Marxist cinema theory, and postmodernism could no longer hope for university careers.

What became of them? No single answer is possible. They joined the work force. Some became baristas, tech supporters, Amazon staffers and real estate agents. Others with intellectual ambitions found positions with the remaining newspapers and online periodicals, but most often they landed jobs as writers or researchers with liberal government agencies, foundations, or NGOs. In all these capacities they brought along the sensibilities and jargon they learned on campus.

It is the exodus from the universities that explains what is happening in the larger culture. The leftists who would have vanished as assistant professors in conferences on narratology and gender fluidity or disappeared as law professors with unreadable essays on misogynist hegemony and intersectionality have been pushed out into the larger culture. They staff the ballooning diversity and inclusion commissariats that assault us with vapid statements and inane programs couched in the language they learned in school. We are witnessing the invasion of the public square by the campus, an intrusion of academic terms and sensibilities that has leaped the ivy-covered walls aided by social media. The buzz words of the campus—diversity, inclusion, microaggression, power differential, white privilege, group safety—have become the buzz words in public life. Already confusing on campus, they become noxious off campus. “The slovenliness of our language,” declared Orwell in his classic 1946 essay, “Politics and the English Language,” makes it “easier for us to have foolish thoughts.”

As Peter Turchin notes, this is textbook elite overproduction.