Her being the pick and her lack of character is not a bug, it's a feature. Creepers of a feather ..
Sec of Education - Holy Moly
- Thread starter IUclover
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Her lack of character isn’t a feature, it’s a virtue to their crowd.
Why don’t you tell us what the D of Ed should be doing and what is its value proposition?
1. It should work towards ensuring we have an educated citizen population in order to make a democracy work (I'm not even sure that's possible in a nation the size of ours, though).
2. It should be funding and guiding research--actual, honest to god scientific research--into the best pedagogical methods for math and reading and later other subjects, along with the best, useful, and most efficient methods of evaluating students' and teachers' performance.
3. It should encourage the development of ideologically neutral curriculums that are engaging, rigorous, and informative.
4. It should be facilitating communication and cross-talk between K-12 schools and the trades and other, non-academic job settings to ensure education can turn out good citizens, ensure the nation's leadership in being an educated and technological superpower, and provide people useful to the work force at all levels.
Regarding at least (2) and (3), it is downright silly to think that local school boards or administrators can do this on their own. It's more akin to an R&D problem that requires a long-term committment with no assurance of profitability.
What should the D of Ed be doing that the states don’t do? Education is state driven because we are a republic and not a unitary democracy - Always has been always will be.
So again, what do we need to D of Ed at a federal level to do? To do your #3, it’d have to be huge and would trample over the states. #1 is a fantastical dream.
No, it shouldn’t be do anything of those things. The states are fully capable of running K-12 education. Also, teachers, administrators, and local school boards are the exact people I want driving/choosing 2 (I’m fine with the state or private market driving it as well) and 3.
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We measure our education by global reporting agency ratings and conclude our system is a massive failure.
We then blame the federal Department of Education for the failure while touting our system as primarily run by state and local governments.
So we trust the analysis and reporting of various agencies which are attempting the difficult task of ranking the education of countries around the world, but want to eliminate our own Department of Education which among other things has been measuring our educational progress since 1969 using NAEP (National Assessment of Educational Progress).
Why do you trust the local politicians in Mississippi, Indiana, Alabama, et al. to figure out the best pedagogic methods, curriculum, etc. but not the people in Washington?
Free markets determine the best. If a “best” pedagogic method emerges or is obviously the best, states will adopt it.
Maybe because most of the Dept of Education still work from home?
“According to recent reports, U.S. Department of Education employees are still being allowed to work extensively from home, much as they did during the pandemic,” wrote Sen. Marsha Blackburn, R-Tenn., and Sen. Bill Cassidy, R-La., in a letter obtained by Federal Times. “[The department’s] lax telework policies are especially concerning given its apparent inability to fulfill its statutory responsibilities.”
Maybe you believe working from home works, and I am sure for a few, it does. When entire departments work mostly from home, I do not have any confidence what-so-ever that much gets done.
It is handled by states and local jurisdictions. The DOE does research and hands out grants. They don't direct education policy.
Maybe a functioning democracy, then, is a fantastical dream?
FDR: Democracy cannot succeed unless those who express their choice are prepared to choose wisely. The real safeguard of democracy, therefore, is education. It has been well said that no system of government gives so much to the individual or exacts so much as a democracy. Upon our educational system must largely depend the perpetuity of those institutions upon which our freedom and our security rest. To prepare each citizen to choose wisely and to enable him to choose freely are paramount functions of the schools in a democracy.
“Democracy is only as good as the education that surrounds it." — Socrates
"Whenever the people are well-informed, they can be trusted with their own government.” – Thomas Jefferson
"An educated citizenry is a vital requisite for our survival as a free people."
(This exact quotation has not been found in any of the writings of Thomas Jefferson, although it is a generally accurate paraphrase of Jefferson's views on education).
"The philosophy of the schoolhouse in one generation will be the philosophy of the government in the next.” – Abraham Lincoln
The devotion of democracy to education is a familiar fact. The superficial explanation is that a government resting upon popular suffrage cannot be successful unless those who elect and who obey their governors are educated. Since a democratic society repudiates the principle of external authority, it must find a substitute in voluntary disposition and interest; these can be created only by education.--John Dewey
Because - while state depts of Ed are political - they’re nowhere near as political as a national department. And local people have far more influence over their states’ policies than they do national which is completely out of sight out of mind.
Education HAS to be local. The people are different and the way they learn are different.
A functioning democracy - at the scale of the US - were it to be a unitary democracy and not federal republic with limited federal powers and most pushed down to state will absolutely fail. Our nation is the most heterogeneous large republic in the world and that can either be a strength or the nail in the coffin. No other country in the world - with our scale - has the same diversity from coast to coast and our model has worked and will continue to work unless DC takes too much power.
I don't think math, science, and reading education has to be local. I'm guessing the core of a math education is actually pretty universal across humans, in fact, with the core then just needing to be translated into local examples that kids will relate to.
The evidence behind different learning styles is controversial, at best, but even if it were a thing, there is no evidence to support the notion that people's learning styles are contingent on the state (or any arbitrary political subdivision) in which they live.
BW, as you say diversity which includes low income families can be "a nail in the coffin".
The prime federal spending as administered by the Department of Education is the Title I, Part A of the Elementary and Secondary Education Act which aims to supplement state and local funding in school districts with high concentrations of children from low income families.
This article on the subject in part states the following...
Evidence shows that school funding matters for student outcomes, yet there is also evidence of significant disparities in the distribution of funding and other resources across school districts. High-poverty schools often receive less total funding (combined from federal, state, and local sources) than more affluent schools. Without more equitable distribution of resources, including Title I dollars, students from low-income families will continue to face the same systemic disadvantages they did nearly 60 years ago when Title I was enacted.
