EPI is hosting an event tomorrow sponsored by the Broader Bolder coalition, on how to reform NCLB. Tom Payzant (former Superintendent in Boston and San Diego) and Christopher Cross (formerly of the Bush I administration) will present. I’ve seen the report, to be released at the event, and it is considerably influenced by Richard Rothstein, Rebecca Jacobson and Tamara Wilder’s recent book Grading Education (discussed here—Rothstein was a co-chair of the committee that wrote the report): a reduced, and more consistent, Federal role, using enhanced NAEP tests that resemble early NAEP and do not simply test basic skills (as someone recently said, “there’s a reason they’re called ‘basic’ skills”), improving disaggregation, and coordinating the states; and state-level policy which includes an inspection role, gathering qualitative and quantitative data (the inspection regime being modelled on the OFSTED regime that prevailed 1993-2005).
I’m curious where this will go. It seems like nobody’s eye is really on NCLB, and understandably so. The Secretary of Education, I note, was an initial signer of the Broader Bolder initial statement, so perhaps they have real influence. I hope so. I regret I can’t be at the event, but urge anyone who’s in DC to attend. I’ll link to the report when it goes public.
Toward a Humanist Justice, a collection of critical essays on the work of Susan Moller Okin edited by my friends Debra Satz and Rob Reich, has just been published. The essays were first presented at a conference in honour of Okin organized at Stanford shortly after her death (which we reported here), and the book includes essays by Alison Jaggar, Joshua Cohen, Cass Sunstein, Mary Lyndon Shanley, the late Iris Young, David Miller, and others. One of the big problems with collections like this, focused on a single person’s work and deriving from a conference, is that they can be very disparate. Unlike a volume conceived around a single theme or problem, it is very hard to discipline contributors, and the contributors themselves are invited to the conference for a variety of reasons which include deep personal connections to the subject of the conference, a consideration which is sometimes, and not wrongly, given more weight than consistent engagement with the themes of that person’s work. The difficulty arises when it comes to the volume, and the editors don’t dare to dis-include those papers which don’t really belong in a unitary collection (I hereby request any editors who ever feel awkwardness about dis-inviting me in such a situation – which I can envisage arising – to be frank with me without any fear of me being even mildly irritated). So it really is a delight to find no such problem with the volume – not only are the essays all on central themes in Okin’s work, but they are well written (or well edited, you can never be sure) and all that I have read are very good indeed.
A 60 minute interview between rockumentarian Peter Curran and the boys, here, celebrating the release of their not-yet-posthumous, Back from the Dead. Unmissable.
Most of the 277 survey respondents reported no positive correlation between a professional focus on ethics and actual moral behavior. Respondents who were ethicists themselves shied away from saying that ethicists behave worse than those outside the discipline – generally reporting that ethicists behave either the same or better – but non-ethicists were mostly split between reporting that ethicists behave the same as or worse than others.
Even those ethicists who did rank their peers’ behavior as better than average said their moral behavior is just barely better than average – hardly a ringing endorsement.
The paper does not control for the possibility that the joke widespread within the profession that ethicists are the least ethical philosophers might have influenced responses (influencing ethicists to protest too much, and others to go with the joke).
The criticism of philosophers in the discussion of Michele’s post, specifically from our own Daniel that not much of the discussion was about how philosophers might listen to people from other disciplines, reminded me that I have been meaning to say something about one of my favourite books that I didn’t read in graduate school, Neil Postman’s The Disappearance of Childhood. Like another of my favourite books I would notice it in piles of textbooks for other departments in the university bookstore while I was in grad school, and spurned it mainly for its title. About 6 years ago, my wife read it for a class on children’s literature, and her rendering of the thesis that childhood was socially constructed made it sound so preposterous that I was compelled to read the book.
Those who enjoyed our reading group on Rescuing Justice and Equality can now listen to the Center for the Study of Social Justice conference honouring G.A. Cohen on your ipods, courtesy of Oxford University podcasts (scroll about half way down the page to the Department of Politics and International Relations—if someone can find a handier way to link to them, please tell me). Speakers include John Roemer, Seana Shiffrin, Michael Otsuka, Cecile Fabre, Paula Casal, David Miller, David Estlund and Andrew Williams. The audio quality is a bit rough in places, but mostly good, and always good enough. (You can also get there on iTunes, but I can’t figure out how to link to that. In the iTunes store just search for CSSJ. As a bonus, if you search for Hartry Field, you get to his 2008 John Locke Lectures). As a bonus, you can hear Roemer explain why he came to believe that all philosophers are idiots.
Watt, according to reports, literally drew gasps from her audience when she revealed that when Clemson administrators fill out U.S. News reputational rankings survey, they rate other universities lower than Clemson across the board. Why not? Reputation accounts for fully 25 percent of a school’s ranking score. Watt’s statement that she was confident that other colleges do the same is perfectly plausible.
Inside Higher Ed reported Monday that the University of Southern California inflated the number of National Academy of Engineering members on its full-time, tenure-track faculty. Because the number of NAE faculty is a criterion for U.S. News rankings, USC has good reason to include NAE faculty who are not full-time or tenure-track.
If we step back from higher education, we will see the same dynamic of gaming a performance measurement system in many other spheres. Hospitals receive “report cards” that measure their performance in many areas, including their mortality rates. A little thought reveals the easiest way to improve the mortality rate is to keep terminally ill patients from being admitted to the hospital in the first place or discharge them prior to death. In fact these events do occur. Nonprofit hospitals receive large tax exemptions but are expected to provide charity care to indigent patients in return. Their substantial tax benefits are currently being scrutinized in the courts and in Congress, so hospitals are certainly scrambling to alter their accounting procedures to increase their charity care levels
Academics based in the UK can correct me, but it seemed to me when I was there that both the RAE process and the system of for evaluation the quality of quality control of teaching were designed to be gamed; US News and World Report has to be aware of the many ways that Universities and some of their component parts (those I’m especially aware of are Business and Law Schools), game their rankings: a narrative account of the ways they suspect the rankings are being gamed might go some way to discouraging the most egregious and visible tricks. (I don’t really see how to eliminate the incentive artificially to undermine one’s close rivals when ranking them).
A more suitable pick for the Reith Lectures I cannot imagine. Sandel’s first lecture is online here, and if, like me, you’re pushed for time the transcript (with comments and questions from Ed Miliband, David Willetts, Baroness Williams, Oliver Kamm, and someone called Owen) is here. The bio for Sandel contains this surprise:
A more unusual claim to fame is that Professor Sandel is believed to be the inspiration for the nuclear power magnate Montgomery Burns in The Simpsons cartoon.
Anyway, feel free to discuss Sandel’s first lecture. Cohen seminar rules apply (i.e., read the bloody thing before commenting—unlike Cohen’s book its free, short, and an easy read).
Via Laura, I see this kitchen table math post on Richard Elmore’s paper on “high performing” schools. Elmore observes that so-called high performing schools in affluent communities that he works in often seem very similar to low-performing schools in low-income communities, and very unlike successful schools in low-income communities. Here’s Elmore on successful high-performing schools:
A colleague (in Philosophy) just sent me this interview with Michele Lamont about How Professors Think (which just arrived in my mailbox but I still haven’t read). The book is based on interviews of academics who serve on funding panels, and teases out the differences between several disciplines in how they think of their standards and apply them, among other things.
It’s all worth reading. I was particularly struck by this:
Philosophy is a problem discipline, and it’s defined as such by program officers. Philosophers do not believe that nonphilosophers are qualified to evaluate their work. Perhaps that comes out of the dominance of analytic philosophy, with its stress on logic and rigor. Philosophers think their discipline is more demanding than other fields. Even its practitioners define the discipline as contentious. They don’t see that as a problem; argument and dispute are the discipline’s defining characteristics.
All that conflict makes it difficult to get consensus on the value of a philosophy proposal — or to convince people from other disciplines of its merits. The panels I studied are multidisciplinary. Nonphilosophers are often frustrated with the philosophers. They often discounted what philosophers had to say as misplaced intellectual superiority.
I prevaricated. [Update 1] Do you congratulate someone who has avoided the limelight? Or do you risk providing it? In the end, if he didn’t want it, he should have avoided it more successfully. Anyway, many happy returns to him.
I’ve been invited to give a talk—and was asked to provide a reading—on educational equity, by an equity team in a local high school. I couldn’t find anything short enough and comprehensive enough, so I rewrote this post. The person who asked me had already read it and knows I’m a philosopher, so she knows what she’s getting. What follows is a slightly longer version of what I’ve written for teachers’ consumption (my wife told me to cut out the long Rothstein quote, but I like it, so it’s back in for CT; she also told me to remove a list of promising reforms, which I haven’t reinserted). It is different enough from the original post that I thought I’d post the revised version here:
, a collection of critical essays on the work of Susan Moller Okin edited by my friends Debra Satz and Rob Reich, has just been published. The essays were first presented at a conference in honour of Okin organized at Stanford shortly after her death (which we reported 
. Unmissable.
. Like 
can now listen to the Center for the Study of Social Justice conference honouring G.A. Cohen on your ipods, 
(which just arrived in my mailbox but I still haven’t read). The book is based on interviews of academics who serve on funding panels, and teases out the differences between several disciplines in how they think of their standards and apply them, among other things.