Matt Yglesias has an excellent post on schooling and politics emphasizing three points. First, there is a lot of diversity, equity, inclusion (DEI) nonsense which the schools are using to train teachers and administrators. Second, at the same time the school administrators/teacher’s unions are generally ignoring the very real cost to children and parents of the school closures, including the costs of a widening racial gap. Third, the schools are stigmatizing testing under the guise of promoting equity but in reality because the teacher’s unions know that when you test children you learn that not all teachers are equally capable.
[The DC Public Schools] also recommend that people read a bunch of Robin DiAngelo books and brag that “more than 2,000 DCPS staff have participated in Courageous Conversation training.” But is Courageous Conversation training a good idea? This NYT Magazine profile of the company and its founder made it sound pretty bad:
Singleton, who holds degrees from the University of Pennsylvania and Stanford, and who did stints in advertising and college admissions before founding what’s now known as Courageous Conversation in 1992, talks about white culture in similar ways. There is the myth of meritocracy. And valuing “written communication over other forms,” he told me, is “a hallmark of whiteness,” which leads to the denigration of Black children in school. Another “hallmark” is “scientific, linear thinking. Cause and effect.” He said, “There’s this whole group of people who are named the scientists. That’s where you get into this whole idea that if it’s not codified in scientific thought that it can’t be valid.” He spoke about how the ancient Egyptians had “ideas about how humanity works that never had that scientific-hypothesis construction” and so aren’t recognized. “This is a good way of dismissing people. And this,” he continued, shifting forward thousands of years, “is one of the challenges in the diversity-equity-inclusion space; folks keep asking for data. How do you quantify, in a way that is scientific — numbers and that kind of thing — what people feel when they’re feeling marginalized?” For Singleton, society’s primary intellectual values are bound up with this marginalization.
I don’t think Frankfurt School Marxists are going to take over society by injecting these ideas into K-12 schools or anything like that. What I so think is that time and money is being wasted on initiatives that are run by people who are somewhere between stupid and fraudulent.
And it’s important to take that seriously, not just because someone somewhere may take these goofy ideas seriously (see prior commentary about Tema Okun), but because fiscal tradeoffs are real. Dollars spent on DEI trainings that come with zero proof of efficacy are dollars that can’t be invested in things like D.C.’s successful teacher bonus pay program, updating school air conditioning, improving school lunches, reducing kids’ exposure to air pollution and lead poisoning, or any of the other various interventions that have decent evidence behind them.
Of course when I say that investing in higher quality school lunches is good for kids’ learning, what I mean is that it’s good as measured on standardized tests.
Standardized testing has become a weird discourse flashpoint, but I think everyone agrees that you can, in principle, assess someone’s competence in a given subject area with a test. And if you want to compare different people, you need to give them the same test. It’s only by making comparisons across classrooms and across time that we are able to persuasively demonstrate that particulates are bad for school performance, healthy meals are good for school performance, and air conditioning improves school performance in the summer.
All this would be uncontroversial, I think, except teachers’ unions don’t like the idea of assessing teachers based on their job performance.
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