Education Department

Obama proposes changes to student loan programs

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Obama proposes changing income-based repayment and pushing students to consolidate their loans -- part of a campaign to work around lawmakers.

Hitting Hard on Fraud

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A proposed federal crackdown on financial aid fraud rings could harm law-abiding students and community colleges.

Winners and Losers

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Community colleges get $500 million for job training programs from the White House; 10 states fail to land any grants.

The Exodus Begins

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James Kvaal, key higher ed official in Education Department hierarchy, will leave to join Obama re-election campaign.

Obama Plan Would Aid 2-Year Colleges

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President's jobs proposal would provide $5 billion to modernize facilities at community and tribal colleges.

U.S. Official No 'Textbook Rebel'

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There is absolutely no truth to the rumor that the U.S. Education Department's Hal Plotkin will appear at a protest on textbook prices today dressed in a 10-foot-tall mascot costume as "Textbook Rebel."

'State Authorization' Struck Down

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WASHINGTON -- Higher education hates the U.S. Education Department's recently enacted regulation requiring institutions to seek and gain approval from any state in which they operate, and has fought it on multiple fronts. Late Tuesday colleges and universities got at least a temporary reprieve from the part of the rule to which they most object -- its application to online programs in which even one student from a state enrolls.

Going After 'Gainful'

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WASHINGTON -- Weeks after the U.S. Education Department issued softened regulations designed to ensure that vocational programs prepare graduates for "gainful employment," House Republicans made abundantly clear Friday that, in their view, the rules had not been eased nearly enough, and that they would continue to oppose them.

Sports: What Women Want?

Two weeks ago, the referee in an ongoing contest between girls and boys made the game much more fair. But the U.S. Department of Education’s new guidelines for Title IX of the Education Amendments of 1972, which requires colleges to offer gender equity in intercollegiate athletics, has met with nothing but jeers from fans of the old rules.

At least on paper, the guidelines for complying with the student participation element of Title IX are pretty clear. Universities need to meet one of three prongs to be in compliance: They must either (1) ensure women are represented in athletics in numbers proportionate to their presence in the student body; (2) demonstrate continued efforts to expand athletic opportunities for the underrepresented sex; or (3) show they are fully accommodating women’s athletic interests.

The third prong is at the center of the current debate. How does a school show it is providing intercollegiate athletic opportunity on par with women’s interest?

The answer, one would think, is obvious: You ask them. In practice, though, it has been far from that simple. Guidance from the Department of Education over the years has been unclear, and colleges have faced a constant threat of litigation for falling short of anything less than "proportionality."

With its new guidance, the Department of Education is finally trying to let schools to use the common sense solution, enabling them to comply with Title IX by e-mailing a survey to all students asking them about their interest in participating in intercollegiate athletics, and judging schools by how closely what they offer matches what women want. It makes sense. So what’s the problem?

Like a home crowd whose team just had a touchdown called back, Title IX’s proponents pounced on the department’s new rules. In an Inside Higher Ed commentary last week, for instance, Nancy Hogshead-Makar, an Olympic gold-medal swimmer and an assistant professor at Florida Coastal School of Law, and Donna Lopiano, executive director of the Women’s Sports Foundation, ripped into the new guidance, saying the department is “thumbing its nose at the law and the female athletes it is charged with protecting.”

Of course, home crowds are typically biased -- they want their team to win, after all -- so it’s little surprise that Title IX’s fans are raising questionable objections to the new guidance. Among the weakest, but most important, is the assertion that surveys can’t gauge women’s interest in athletics relative to men because, according to Hogshead-Makar and Lopiano, "culturally, men are simply more likely than women to profess interest in a sport ... women are less likely to profess an interest in sports, even if they are interested!"

Apparently, we’re supposed to give activists like Hogshead-Makar and Lopiano the policies they demand because they say women want to play sports at the same rate as men, but just won’t admit it. Were such logic applied on the playing field rather than in the policy world, it would be like awarding a team points for invisible shots they say only they can see go in the goal.

But let’s suppose women really are unwilling to state their true interest in athletics. Let’s believe Hogshead-Makar and Lopiano when they write that “professing interest in a sport does not predict behavior...." If that’s true, we should find that while lower percentages of women than men profess an interest in putting on their cleats, when it actually comes time to play, women are just as likely to lace ‘em up.

It turns out that contrary to what Title IX activists tell us, what women say does indeed translate into what they do. For instance, according to the Higher Education Research Institute’s report "The American Freshman: National Norms for Fall 2004," between 2.7 and 5 percent of men (depending on the type of college in which they were enrolled) participated in no exercise or sports in a typical week of their senior year in high school.

In contrast, between 4.7 and 16.1 percent of women participated in no sports or exercise.On the high end, between 11.6 and 17 percent of men reported having spent more than 20 hours participating in exercise or sports as high schools seniors, while only between 5.5 and 7.6 percent of females spent that much time.

The findings of "The American Freshman" are corroborated in Taking Sex Differences Seriously, by the University of Virginia’s Steven Rhoads. Rhoads reports that despite the fact that anyone who wants to can play on college intramural teams, typically three to four times more men participate than women.

Surprisingly, the “women want to play as much as men, they just won’t say it” argument might not be the weakest objection to surveys. In a recent Inside Higher Ed article, Neena Chaudhry, senior counsel at the National Women’s Law Center, argued that sending e-mail surveys to students, in which a non-response indicates no interest in sports, is unfair because "a lot of those e-mails won’t even be opened."

Apparently, the women who are supposedly dying to play sports aren’t even sufficiently motivated to keep an eye out for an interest survey, or to open it when it comes. What coach would even want players with so little enthusiasm for their sport on their team?

Perhaps the one argument with which Title IX defenders score a legitimate point is that a survey will fail to capture the athletic interest of incoming students. Hogshead-Makar and Lopiano argue, for instance, that colleges need to examine the interests not only of current students, but of prospective students, who are often recruited by schools based on their athletic abilities.

It’s a decent argument, but it’s ultimately a losing proposition for Title IX supporters. Because women’s interest in athletics really isn’t proportionate to that of men, sooner or later women’s athletic slots might be offered, but no one will be there to fill them. It's one of the reasons colleges have been forced to cut men’s sports, rather than increase women’s sports, to achieve proportionality.

Unfortunately, as long as government is involved, college sports will continue to revolve around political, rather than athletic, contests, and only the most politically skilled will win. Until now, that’s been supporters of Title IX, who have succeeded in persuading policymakers to require that colleges accommodate a demand for women’s athletics opportunities that can’t even be shown to exist. It’s a game Title IX supporters have liked because the referee -- the government -- has usually been on their side.

But real fairness requires a neutral referee, which political solutions simply can’t provide. Take the government out of the game, though, and colleges and students -- not politicians -- will decide the winner. In other words, abolish Title IX, and let supply and demand take over the referee job.

Importantly, in such a system women will almost always control the ball. They can choose the schools that offer what they want -- athletic opportunities, artistic outlets, good academics, or anything else -- and can run past those that don’t.

Schools that discriminate will be penalized not by the government, but by prospective students who choose to enroll in competing institutions. It’s a competition that will be stacked against sexist institutions: According to the National Center for Education Statistics, 56 percent of college students are women, and their majority status has been growing. Women are a powerful market force.

Unless they really are as incapable of acting on their desires as supporters of the status quo seem to suggest, women will get what they want out of their colleges. But if they continue to cede power to special interests and government, while some women will still win, most everyone else will lose.

Author/s: 
Neal McCluskey
Author's email: 
nmccluskey@cato.org

Neal McCluskey is an education policy analyst at the Cato Institute’s Center for Educational Freedom.

Living on the Edge

Normally I would be averse to going public with the internal affairs of the Flat Earth Society. But this is not the time for silence or misguided diplomacy. The failure of our leadership to throw the Society's full support behind the Academic Bill of Rights is little short of scandalous.

It is time to put an end to the constant stream of indoctrination in America's college classrooms on the part of "scholars" only too willing to serve the interests of the globe-manufacturing lobby. Students should be given a chance to use their own rationality and powers of observation. Remember, the so-called "theory" of spherical-earthism is just that -- a theory. (I mean, come on! It's just a matter of common sense. The world can't be round. The people in Australia would fall off.)

At the same time, the Society has nearly liquidated its treasury in placing a bulk order for a new book by Thomas Friedman, the New York Times foreign affairs columnist, called The World is Flat. The cover is, to be sure, very impressive. It portrays two ships and a small boat sailing dangerously close to the edge of the earth. However, I am now reading the book, and am sorry to report it is not nearly as good as we all had hoped.

Friedman argues that the rapid spread of high-speed digital communication has created conditions in which skilled labor in now-impoverished countries can be integrated into a new economic order that will end extreme disparities in wealth and development. The world will be less uneven, and in that sense more "flat."

It's a book about globalization, in other words. Which makes the title (not to mention the artwork, which has given me nightmares) very sneaky indeed.

To be honest, I'm not entirely sure that the Flat Earth Society is still active. (It has a Web page,  though that doesn't mean much.) But a recent reading of Martin Gardner's classic Fads and Fallacies in the Name of Science is a reminder that it was in 1905 that the Rev. Wilbur Glenn Voliva became General Overseer of Zion, Illinois -- a town in which church and state were, at the time, pretty much identical. Voliva ministered to the Christ Community Church and enforced strict blue laws, while also carrying on the scientific research necessary to prove that (as Gardner puts it) "the earth is shaped like a flapjack, with the North Pole at the center and the South Pole distributed around the circumference."

He offered a reward of $5,000 to anyone who could prove otherwise, and never had to part with what any of his money. It is good to know that, 100 years later, Voliva's scholarly efforts  may yet win a hearing in the American academic life -- thanks to the tireless efforts of David Horowitz.

As for Thomas Friedman .... well, his version of flat-earth doctrine is bound to have an impact on academe, even if no professor ever opens his latest volume. The people flying in business class read Friedman's books -- and that includes plenty of university administrators, those acting CEOs of the knowledge economy.

Nor will it hurt that The World is Flat is, in effect, one long plea to corporations, government officials, and any other policy-makers who might be reading to invest in higher education as the nation's top priority for the future. In a world where more and more jobs can be done more cheaply, in new places, people need constantly to update, refine, or change entirely their toolkit of knowledge and skills.  

Friedman has a knack for harvesting the information, opinions, and gut instincts of some of the most powerful people in the world. He boils it all down into some catchy slogans, and voila! You've got a bouillon cube of the conventional wisdom for the next two or three years.
 
He is bullish on the long-term benefits of the global market -- with that congenital optimism tempered (occasionally, and just a little) by the experience of having served as a Middle East correspondent. And he shows a faith in the power of corporations to become good global citizens that is either inspiring or willfully obtuse -- depending on whether or not you are annoyed by the fact that The World is Flat contains exactly zero interviews with labor leaders.

It is his instinct towards globalization boosterism that gives the edge, so to speak, to Friedman's thesis on what he calls "flatism." In short, his argument is that the technological infrastructure now exists to make it economically rational for more and more kinds of business to be conducted in a way that is dispersed over networks that span the entire world. Outsourcing no longer means shifting manufacturing offshore -- or even having the less-skilled kinds of service-sector jobs (data keypunching, for example) done in another country.

Work requiring more sophisticated cognitive skills -- bookkeeping, computer programming, or the analysis of medical test results, for example -- can be done in India or China at much less expense. Jobs thus become more mobile than the people who do them.

Friedman's main point is that this is not a trend that will take shape at some point in the future. It is happening right now; the trend will not reverse. And the American political parties and the cable news programs are not telling the public what is happening. They are, as Friedman puts it, "actively working to make people stupid."

Instead, "companies should be encouraged, with government subsidies or tax incentives, to offer as wide an array as possible of in-house learning opportunities," thereby "widening the skill base of their own workforce and fulfilling a moral obligation to workers whose jobs are outsourced to see to it that they leave more employable than they came."

Friedman also favors "an immigration policy that gives a five-year work visa to any foreign student who completes a Ph.D. at an accredited American university in any subject. I don't care if it's Greek mythology or mathematics. If we cream off the first-round intellectual draft choices from around the world, it will always end up a net plus for America."

I n a way, Friedman has come to his own version of some of the ideas that Manuel Castells developed some years ago in the three large volumes of The Information Age. There, the sociologist worked out an account of how the "space of flows" between parts of a dispersed economic network would transform the "space of places" (that is, the real-world geography) in which people dwell.

As with Friedman's notion of "flatism," the increased productivity and ceaseless disruption of network society were basic to the picture that Castells drew. But he also stressed something that Friedman -- with his abiding cheerfulness -- tends to downplay: Skills, knowledge, and wealth accumulate at the dispersed nodes of an economic network, but some parts of the world fall outside the network more or less entirely.

Most of Africa, for example. Last year, a study found that 96 percent of the continent's population had no access to telecommunications of any kind. Given the unavailability of drinking water and medical supplies, that is probably the least of anyone's worries. But even with the recent increase in wireless access in Africa -- thereby potentially getting around the scarcity and unreliability of more traditional landline telecommunication -- it is unlikely that part of the world will be "flattening" anytime soon. (Some might see the glass as 96 percent empty, but I suppose someone encouraged by Friedman's book would consider it 4 percent full.)

Meanwhile, it is difficult to feel much optimism about Friedman's proposal for beefing up the resources for increasing the educational opportunities of the American workforce. At least for now, the public discourse on higher education is caught in a particularly narrow and regressive set of undercurrents.

It's possible to joke about how the Rev. Voliva's scholarship in flat-earth studies might finally start getting their due. But matters are serious when scientists are forced to resort to references to Lysenkoism to describe the government's science policy. And higher education itself is the focus of a barrage of ideologues who seem to have confused The Authoritarian Personality with a manual for self-improvement.

It would be good to think that the national agenda could change -- that the notion of "flatism," whatever its limitations, might help spur increased public commitment to continuing education. But then, as Friedman also says, certain politicians and media outlets are "actively working to make people stupid." With that part, at least, he's being realistic.  

Author/s: 
Scott McLemee
Author's email: 
scott.mclemee@insidehighered.com

Scot McLemee writes Intellectual Affairs on Tuesdays and Thursdays.

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