I Love You but You Didn’t Do the Reading

Hot enough for ya? Even in this July heat wave, the interwebs kept cranking out stories about schools and dinosaurs n stuff. Here are some of the top items in this week’s news roundup:

“We Believe in Dinosaurs:” the new radical-creationist documentary is out. A review at LHL.

Lots of talk about Biden, busing, and the 1970s.

Israel’s minister of education comes out in favor of LGBTQ “conversion” therapy, at Newsweek.

Interview with Elaine Howard Ecklund on the love affair between science & religion, at BBC.

Divinity is out at Liberty U., but pop music is in, including The Jonas Brothers’ dad. At RNS.

The passion we have is not just to train a bunch of people to go into the music industry — or just go into the Christian music industry, for that matter — but to be equipped as musicians that go into the music industry fully equipped to do what they believe God’s called them to do, whether it’s the mainstream market or the faith-based market.

What should an online teacher do when she sees a child being abused on the other side of the planet? At EdSurge.

What do you call yourself when you’re Catholic but you feel evangelical? How about “born-again Catholic”? At RIP.

East Carolina University couldn’t have denied Trump a forum to “send her back” even if they wanted to, at CHE.

Feminist “hate speech:” The gender wars roil academic philosophers, at IHE.

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The Right Historical Question about Busing

Ever since Senator Kamala Harris accused Vice President Joe Biden of cozying up to segregationists, the issue of busing has been back in the headlines. Instead of asking why busing failed or why it worked, the right question should be about where busing worked. The lesson from the twentieth century is clear: When reformers try to use schools to ram through social change, even with the purest of intentions, it won’t work.

What biden was trying to avoid

What Biden was scared of in 1975:

Vice President Biden’s political problems about busing came about long before Senator Harris’s accusations. Months ago, the Washington Post ran an exposé about Biden’s leading role in the 1970s as an opponent of court-ordered desegregation. Biden 2020 has been forced to defend decisions made by Biden 1975, and it hasn’t been easy.

Since the debate, historians and commentators have skewered the notion that busing did not achieve its aims. As Nikole Hannah-Jones pointed out, the issue was never about busing itself, but about stark racism. The problem was not that busing didn’t work to integrate students of different races and backgrounds, but precisely that it did.

Historically, the politics of school integration are part of a broader pattern of school reform. Whenever reformers have tried to use schools to change society for the better, they have discovered the difficult truth. Namely, whatever the issue—racial integration, socialism, or progressive education—when reformers fail to enroll community support, their efforts at social improvement have been crushed. When they do, however, the results can be surprisingly effective.

In the late 1930s, for example, textbook author Harold Rugg came under fire for his popular textbook series. The series had been adopted by schools nationwide and the books were used by millions of American schoolchildren. As World War II heated up, however, conservative groups such as the America Legion came to believe that the books had a subversive, anti-American intent. The books, conservative critics charged, hoped to transform American society into a socialist state.

Professor Rugg protested that he was no socialist; he claimed a “deep loyalty to the historic American version of the democratic way of life.” Yet he admitted that he really did hope to transform society. In Rugg’s vision, decisions about proper curriculum should not be left in the hands of the ignorant community, but rather decided only by “competent experts” like himself. He dismissed protesters as irrational ignoramuses and their impassioned rallies as mere “Wednesday-evening testimony meetings of Holy Rollers.”

A generation later, a similar textbook controversy roiled Kanawha County, West Virginia. Protesters in 1974 and 1975 worried that a new textbook series derided traditional American values. In part, the protesters were right. As one editor of the books later recalled, he really had hoped the books would inject the “progressive energy” of 1960s radicalism into classrooms nationwide. The books took a “strong stand for pluralism and multicultural expression” that the editors hoped would overthrow the “conventions” of traditional schools and classrooms.

A laudable goal, but like Harold Rugg’s vision of “expert”-centered educational reform, the top-down reformism of the 1970s textbooks failed. Protesters in Kanawha County boycotted their schools; they convinced their Parent-Teacher Association that the new progressive textbooks were “literally full of anti-Americanism, anti-religion, and discrimination.”

The same lessons apply to the history of 1970s school desegregation—“busing”—that Biden and Harris have brought back to the headlines. On one hand, the policy of busing students to mitigate segregation often worked to improve both racial integration and educational outcomes.

On the other, busing policies often met ferocious political backlash from outraged white parents and activists. Most famously, as historian Ron Formisano described so powerfully, in Boston anti-busers rejected the attempts of Judge W. Arthur Garrity to impose more racial equality in schools.

All cities were not Boston, however. In Charlotte, North Carolina, for example, the simple black-and-white politics of busing looked different. When President Reagan trotted out his anti-busing rallying cry in 1984, it fell on deaf ears. Busing, Reagan charged,

takes innocent children out of the neighborhood school and makes them pawns in a social experiment that nobody wants, and we found out that it failed.

What Reagan didn’t realize, and many people in today’s revisit to the 1970s busing debates seem to have forgotten as well, was that some white people embraced busing. The crowd in Charlotte met Reagan’s dog-whistles with stony silence, and the next day the Charlotte Observer insisted that the city’s “proudest achievement is its fully integrated public school system.”

reagan in charlott

White voters hate busing, right? …right?

Certainly, North Carolina was no racial utopia. But the differences between Boston and Charlotte serve as an important reminder of the real question in school segregation and busing. They are reminders that go back long past the 1970s, to Harold Rugg and before.

Whatever the issue, when social reformers hope to use schools to effect wide-ranging improvements in society, they can only hope to succeed if they enlist the support of at least a portion of the local community. Harold Rugg did not realize that people outside his college would not simply cede control of their textbooks to his “expert” hands. Protesters in West Virginia were not willing to accept books thrust upon them by editors fueled by the “progressive energy” of the radical 1960s.

The successes of busing, too, were not limited to improvements in integration and educational success. When integrationists managed to line up local support, as with Charlotte’s Democratic Party, busing also achieved significant political support. When they didn’t, as with Boston’s aggrieved segregationists, busing failed.

The Only Percentage that Matters in Charter-School Politics

It seems like it should be a pretty straightforward equation, right? If charter schools are better for more students, they should be supported. If not, not. As today’s battle in California makes clear, though, those numbers and calculations are never as simple as they appear. For one thing, there has always been a huge hidden absolute value in educational politics that wonks tend to ignore. By paying attention to that hidden number, politicians will have a clearer path forward.

CAcharterrallyMarch13-320x215

Justice, yes. But how?

The racial politics of charter schools in California has gotten confusing. A basket of bills to limit charter growth has stalled. They seemed like a slam dunk at first. They were supported by the state NAACP and introduced by an influential member of the state’s California Legislative Black Caucus. Recently, however, three local NAACP chapters came out against the charter limits.

It has become extremely unclear if the African-American community in California supports or opposes charter expansion. Why?

Both sides can point to powerful statistics. African-American leaders who oppose charter expansion can cite the 2016 national NAACP anti-charter resolution. Charter schools, the NAACP charged, lack transparency; they divert funds from public schools; they expel and suspend African-American students at unfair rates; and they promote a

de facto segregation of the highest performing children from those whose aspirations may be high but whose talents are not yet as obvious.

For their part, charter supporters can point to their own powerful data. From Brookings, for example:

there is a subset of charter schools serving overwhelmingly black and poor students in large cities using a so-called “no excuses” education model in which students have experienced dramatically higher achievement than comparable students attending regular public schools.

And from CREDO at Stanford:

Black charter students in poverty have 36 more days of learning in reading and 43 more days of learning in math than their counterparts in TPS [Traditional Public Schools].

So are charter schools good for low-income African-American and Latinx kids or not?

credo increasesThe numbers and calculations can mask the most important statistic of all. Parents don’t wonder if 15% of local students will attend charters or public schools. They don’t fret if only 72% of children in their district are meeting reading or math goals, or if 81% of students are graduating from high school. No, for families dealing with crappy local schools, there is only one percentage to worry about: What kind of education is available for 100% of my kid?

This hidden number is the most important and explosive educational statistic of all. People who support charter expansion can’t wait for someday. They can’t trust sclerotic school boards to change things overnight. They need a better school today, and they need it to have room for their kids.

This 100%ism explains why support for charter schools differs by race among members of the Democratic Party. White Democrats tend to oppose charters at higher rates than do African-Americans or Latinx ones. Moreover, support for charters has dropped fast among white Democrats, but not among non-whites. This fact led the editors of the Washington Post mistakenly to chide leading 2020 Democratic politicians to support more charters. As the WaPo editors concluded,

We hope candidates keep in mind the polls that consistently show support for charters among black and Hispanic voters. It’s easy to oppose charters if you are well-off and live in a suburb with good schools. We hope we will also hear from candidates who know about the value of charters from their experiences — including as a mayor who used them to begin to turn around a failing district, as a partner in an administration that promoted charters, as a schools superintendent who made a place for charters.

support-for-charter-scools by raceThere’s a better way.

Here at ILYBYGTH, we agree wholeheartedly with parents’ rights to demand better public schools today, not someday. We support students’ rights to have a high-quality education in their own neighborhoods, surrounded by their friends and support networks. Most of all, we agree with the idea of doing what works to help students become better people and better scholars, instead of merely doing what has always been done before.

But none of that means we should ignore the equally desperate problems of charter schools. School districts have other options besides charters to turn to. Most notably, magnet and specialty programs within traditional public-school districts can accomplish the same things as charter schools, while still allowing transparency and public oversight over the schools and without draining funding from the public-school system.

There is no simple answer to racism, segregation, and poverty. But taking money out of the public-school system is not the way to start. Instead, politicians need to remain aware of the most important statistic in education and find a way to provide families with good schools right now for 100% of their kids. They just don’t need to do it with charters alone.

I Love You but You Didn’t Do the Reading

Your humble editor spent most of the week buried in the NSB, but a few stories still caught our attention:

White evangelicals still love The Donald, at PRC.Pew evangelicals and trump

How has religion contributed to political polarization? An interview with Peter Wehner and Melissa Rogers at R&P.

What I think is much more disturbing is this enthusiastic embrace of Trump. That I think is inexcusable. Because Christians, above all, ought to be people who understand that they’re citizens of a different city. There ought to be some distance from politics and the ability to speak truth to power. It’s fine for Christians to praise particular court appointments and particular policies, but when Trump engages in an effort to annihilate truth, when he engages in dehumanizing tactics, when he is cruel, when he unleashes his cascade of lies, they ought to speak to that too and unfortunately a lot of prominent white evangelical Christians don’t.

Another lawsuit: Christian parents accused of banning yoga in GA public school.

What’s wrong with high-stakes testing? They warp the system, at Curmudgucation.

When a measure becomes a target, it ceases to be a good measure.

Mayor deBlasio condemns racial segregation in elite NYC high schools, at Chalkbeat.

I Love You but You Didn’t Do the Reading

A chock-full week in evangelical higher ed with a heavy dose of teachers’ strikes. Thanks to everyone who sent in stories and tips:

Our lead story: The Master’s University struggles with the worst legacy of Fundamentalist U: The personality cult. At CHE.

a group of reviewers acknowledged that Master’s is doing some important things right. Under MacArthur, they said, the institution has engendered deep loyalty from faculty, students, and donors. At the same time, the report depicted Master’s as an accreditor’s nightmare: an insular and oppressive institution where loyalty to the president and his church has sometimes trumped both academic and financial concerns.

John_F._MacArthur_1

Get thee behind me, accreditors.

How does a “Bible Belt Ivy” thrive? College of the Ozarks wows the number-crunchers at Forbes.

In remembrance of Pearl Harbor:

pearl harbor ng attack mapAre college faculty really as radical as conservatives think? Ed Burmila says not even close, at UW. HT: MM.

The American right is so heavily invested in the fantasy of radical leftist professors that no evidence can convince them otherwise. . . . If you have considerable time on your hands and wish to see just what kind of leftists run universities, go to the graduate school and propose unionizing Research Assistants, Teaching Assistants, and other itinerant quasi-employees. You’ll discover quickly that senior faculty — the same ones who can’t wait to show you their picture with Tom Hayden or some other talisman of progressive cred — turn into staunch capitalists in a hurry.

Not funny. Columbia students shut down comedian, at IHE.

Bolsonaro’s educational culture war in Brazil, at the Economist.

Tech and reform: Why does every generation think its old ideas are new? By Larry Cuban.

The first teacher strike at a charter school. What will it portend? At NYT.

chicago charter strike

…the wheel of “reform” spins back around…

Liberty U loves Trump, and hires a football coach with a record of hiring prostitutes, at ESPN.

The key to de-segregation? Minnesota’s new reform at Slate. HT: CC.

single-family zoning proved as effective at segregating northern neighborhoods (and their schools) as Jim Crow laws had in the South.

The author of one of the best books about the 1920s KKK explains the complicated history at NPR.

1920s klanHow can we teach about painful historical topics? How about one person’s story at a time, at The Atlantic.

I Love You but You Didn’t Do the Reading

The ILYBYGTH International offices shut down last week for the Thanksgiving holiday, but the rest of the world kept spinning. Here are some of the stories that we missed:

Something new, nothing blue: Daniel K. Williams on the fact that rural white voters nationwide have united behind the GOP, at HNN.

Progressive women: Want to convince Trump voters to see things your way? It’s harder than you think, at The Nation.

Just as you don’t want to be the obedient wife of some porn-addicted Christian bully, they don’t want to be a slutty baby-killer like you.

Neighborhoods integrate, but schools stay segregated. Why? At Chalkbeat.

What is life like in a Chinese re-education camp? At NPR.

What do evangelicals need to read Revelation right? Imagination, says Scot McKnight.

This Book of Revelation sets afire the imagination and should be turning us off to literal pictures. . . . Revelation was written for imaginations not for sketch artists.

Lessons from Watergate: Does a Blue House spell the end of Trumpism? At the Atlantic.

In one respect, Trump’s position may now be even more precarious than Nixon’s.

john allen chau 2

Schools on a mission…

Missionary killed on remote island. Hero? “Terrorist?” Or “self-important, arrogant, deluded, foolish, and a pest”?

Worth it? Post-9/11 wars have cost the USA $5.9 Trillion, at the Nation.

Censorship at Christian Colleges

Want to get fired? Try this: Run a controversial story in a newspaper at an evangelical college. This week, Liberty University’s Erin Covey complains that her reporting is being blocked. She’s not the first student reporter to have this experience. On the contrary, student editors have always worked under constant threat.

At issue today is an anti-Trump/anti-Falwell revival going on near Liberty University. Shane Claiborne and his progressive evangelical allies are hosting a Red Letter Revival service, challenging Liberty’s president to join them or change his “toxic” Trump-loving ways.

When student reporter Erin Covey shared her coverage of the revival with Liberty’s leaders, she was told to squelch the story. As she tells it, Liberty’s administration told her,

No let’s not run any articles about the event. That’s all these folks are here for — publicity. Best to ignore them.

Covey plaintively wondered,

We often wonder: Do other private schools deal with this? What are the levels of freedom that other school papers have? Do we have the same freedoms — is this common?

When it comes to school newspapers—including student newspapers–censorship and content control have been universal practices in the history of evangelical higher education. As I describe in my recent book, this has been true at all evangelical schools, no matter how liberal or how conservative.

Earnestine Ritter

How to get fired at Biola, c. 1957.

Why? Let me share one example from Biola that exemplifies this tradition. In 1957, editor Lloyd Hamill took a strong anti-segregation position. He excoriated white evangelicals who opposed racial integration. As he put it,

No Spirit-controlled Christian can escape the solid fact that all men are equal in God’s sight.  Integration is not only the law of our nation, it is also the plain teaching of the Bible.

Biola, Hamill wrote, didn’t only endorse integration. It practiced it, employing an African American journalist on staff. A deluge of letters flooded Biola. More than 90% of them attacked Hamill’s position, though a few supported him. What did Biola’s administration do? As Biola’s president explained privately to Billy Graham. Hamill was sacked immediately. Biola did not want to endorse

the very foolish letters he wrote and statements which he made.

Granted, the situation is somewhat different. Hamill worked at the college’s magazine, not a student publication. But I think the rule still holds.

Why do evangelical colleges censor their publications so rigorously? Why can’t Erin Covey cover an anti-Falwell revival?

It’s not an accident and it’s not only Liberty. All evangelical colleges live under constant scrutiny. The evangelical public is always wondering if school X or Y has gone soft. The publications coming out of schools—including student newspapers—have always received endless scrutiny from interested members of the evangelical public.

Whatever appears in a student newspaper is often taken to represent more than one student’s opinion. It is taken, at heart, to represent the current moral climate of the school. For students like Erin Covey and editors like Lloyd Hamill, the result is clear: Don’t rock the boat.

Is “Gay” the New “Black” at Evangelical Colleges?

It’s not a simple question, but there is a simple answer. A recent story from NPR about LGBTQ+ issues at evangelical colleges has people asking: Are today’s official anti-gay policies at most evangelical colleges the 21st century equivalent of their 1950s racist policies? Short answer: No.

wheaton rainbow bench

It’s not easy. The rainbow bench at Wheaton was covered over…

As the article describes, many campuses such as Calvin and Multnomah send profoundly mixed messages about non-heterosexual identities among students. On one hand, students are carving out for themselves friendly spaces on evangelical campuses. They are finding emotional support among sympathetic faculty and fellow students.

This matches other reports, such as one from Liberty University a few years back. It is different at different schools, of course, but students have already introduced LGBTQ+ rights on most evangelical campuses.

On the other hand, most schools still have official rules banning non-married, non-heterosexual sexual expression. As the NPR article describes, people at evangelical colleges are often confused. The chaplain at Calvin, for example, put her position this way,

You’ve got those two values. . . . We love our LGBT people. We love our church of Jesus Christ. We love Scripture. So those of us who do this work are right in the middle of that space. We are living in the tension.

It’s hard not to ask: Is this just an updated version of the struggle over segregation and racism at evangelical colleges? As I argue in my recent book, evangelical and fundamentalist schools had a shameful racial legacy in the twentieth century. (For the record, so did non-evangelical schools.) Though many evangelical colleges had been founded as explicitly anti-racist or cross-racial missionary institutions, by the early twentieth century they had imposed rules and policies against interracial dating. They discouraged non-white applications.

Are today’s battles over sexual and gender identity just new versions of this old conflict? In at least one important way, the answer is a clear no. When evangelical activists fought against their schools’ racism in the twentieth century, they were able to pull from their own evangelical history to make their cases. At Wheaton College, for example, faculty activists such as James Murk and John Alexander were able to point to the incontrovertible fact that the school had been founded by Jonathan Blanchard, an ardent cross-racial Christian activist.

There is no similar history for LGBTQ+ activists to pull from. They can say—and they do—that loving all people is an essential part of their religion. But they are not able to pull from their own evangelical history to make their cases.

To be clear, I’m all for LGBTQ+ rights. I’m proud to work at a school where there can be no institutional discrimination based on sexual identity or gender identity. Speaking as an historian, though, I have to make the obvious point: It will be harder for LGBTQ+ Christians to stake their claims than it was for anti-racist white students.

HT: EC

I Love You but You Didn’t Do the Reading

Well, it’s Christmas, but the ILYBYGTH elves never take a day off. Here are some stories you might have missed as you stuffed your face with candy canes and eggnog:

Why don’t evangelicals care about the latest scientific discoveries? A review of Elaine Howard Ecklund’s new research, at CT.

Why is it so hard to root out sexual abuse at schools? At NYT, a story of an investigation gone nowhere.Bart reading bible

Pinterest preaching: At R&P, Katelyn Beaty asks why white evangelical women leaders don’t talk about politics more.

How can we stop school segregation? The answer has been just a bus-ride away since the 1970s.

How can we solve our history culture wars? Rick Hess and Brendan Bell say stop fighting over which heroes to teach and teach about heroism itself.

When principals cheat: At EdWeek, an update from Atlanta’s cheating scandals.

What should learning mean? Conservative college leader calls for a return to the great values of the Western tradition.

What is Chicago doing right? Measuring urban schools—an interview with Stanford’s Sean Reardon.

Mississippi history classes still avoid civil rights, at The Atlantic.

Why Schools Will Always Be Segregated

How is this possible? Most of us want integrated public schools, but it’s not going to happen. Why not? As Nikole Hannah-Jones insisted in a recent interview, school segregation isn’t the result only of racist or white-supremacist feelings, but rather of a basic, ugly truth about what schools are really for.

It’s not something we like to talk about. We like to think of our public schools in Horace Mann’s terms. In his famous 1848 report, Mann called schools the “great equalizer.” For Massachusetts and America—Mann argued just as the spectre of communism stalked Europe—common schooling would temper the growing class divide. Instead of a revolution, Mann dreamed, common schools would help America gently rise up, all together. Ever since Mann’s day, politicians insist and assume that public schools can save America. Everyone from Barack Obama to Betsy DeVos harps on the notion that schools can make America more equal, more fair.

There is truth in that dream. We can all recite cases of extraordinary students and families who have used unequal schools to overcome difficult economic circumstances. Public schools really can offer opportunities to talented, hard-working people.

Segregation

70% of us want more integrated schools, but 99.9% of us want something else more.

As Hannah-Jones points out, though, there is another, more powerful purpose for schooling in these United States. Like it or not, this second vision will always trump Mann’s vision of school as the great equalizer. It’s not that white parents don’t want their children to go to integrated schools. They do. As recent poll results suggest, large majorities of parents want integrated schools.

The problem is something different. Hannah-Jones agrees that many white parents in her Brooklyn neighborhood, for example, love the idea of “curated diversity.” They want a smattering of non-white children to share their children’s high-quality schools. And they love the notion that their children will go to school with the children of affluent African Americans.

But they recoil from the prospect of having their children go to schools dominated by low-income non-white children. Why?

Because, as Hannah-Jones puts it,

Even in a community where the schools pretty much suck, if there’s a school with black kids, it’s going to suck worse.

In other words, many white progressives want their children to go to diverse schools. What they won’t abide, however, is that their children will be subjected to the terrible public schools that are the common fate of low-income families.

It comes down to an often unstated but fundamental purpose of American public education: For many parents, For most parents, the primary purpose of education is not actually to make children smarter or better in general. Those might be worthy goals, most people assume, but in fact the primary purpose of education—the way most Americans see it—is to give their children an advantage in the fight for good jobs and sweet lives. As Hannah-Jones says,

if one were to believe—which I believe—that having people who are different from you makes you smarter, that you engage in a higher level of thinking—and there’s been research that shows that—that you solve problems better, there are all these higher-level ways that integration is good for white folks. . . . those are all hard soft-arguments to make to people who fundamentally view education as, how my kid will rise to the top above every other kid and get into Harvard. They don’t actually give a damn about their kid being a better person.

It may sound excessively gloomy, but Hannah-Jones is depressingly right. When we stack up the politically active parents who want to use their children to help make society more equal against the parents who want to help their children squeeze every affordable advantage out of schooling, the equalizers will always lose.