Chris Powell: Conn. devalues education while throwing more money at it

MANCHESTER, Conn.

Except to the teacher unions, Connecticut's Linda McMahon is a big relief as secretary of the U.S. Education Department, mainly because her predecessor, Connecticut's Miguel Cardona, was such a disaster.

Cardona spent most of his time pandering to the unions. In contrast, the other day McMahon celebrated National Charter Schools Week, applauding competition among schools and the reduction of union influence, which has dumbed down education while inflating its costs.

As long as the teacher unions have so much power in the Democratic Party, and are the foremost special-interest in politics in most states, as in Connecticut, there's no chance of saving public education, and alternative schools may be the only way of preserving any education at all.

Still, it would be nice if somebody tried to restore public education. For public education often used to accomplish what private education seldom could and usually didn't even try to do: integrate society comprehensively -- racially, ethnically, religiously, economically, and by all levels of student intelligence.

Of course, children would and will always be bratty, snobby, cruel, and cliquish much of the time, but even then public schools still can introduce them to different kinds of people and force them to deal with differences and thereby get a hint of the need to unify the country.

Regional “magnet’’ schools in Connecticut and elsewhere were meant to increase racial integration by putting city and suburban students together across municipal boundaries. But there aren't enough “magnet’’ schools to achieve much integration, and, as Hartford's experience has shown, the integration achieved by “magnet’’ schools has led to greater segregation of the urban underclass. For the "magnet" schools have drawn the more parented and engaged students out of neighborhood schools in the city, leaving the students in those schools even more indifferent and demoralized.

The urban underclass is the essence of the education problem. Many people naturally want to escape it and place their children in schools that aren't dragged down by their demographics. That means “magnet’’ or charter schools or, most of all, fleeing the city for the suburbs, not that all suburban schools are so much better.

The only way to recover the integrative influence of public education may be to try to improve public education everywhere at once, first by recognizing that student learning correlates far more with parenting than with school spending. Parenting has declined not just because welfare policy is so pernicious, subsidizing fatherlessness and child neglect, but also because government and schools have  let parenting decline by eliminating behavioral and academic standards for both parents and students.

There are no penalties for parents who fail to see that their children get to school reliably. There are no penalties for parents who avoid contact with their children's teachers when something is wrong. There are no penalties for parents or students when students fail to learn. 

Indeed, Connecticut's only comprehensive policy of public education -- social promotion -- destroys behavioral and academic standards. It proclaims to parents and students alike that there is no need to learn and that school isn't important. Thus Connecticut devalues education even while increasing its cost.

Connecticut's underclass has figured this out. The underclass knows that no student needs to earn  a high school diploma, and that people who have children they are unprepared to support will be subsidized extensively by the government in a fatherless home -- subsidized enough to avoid starvation but not enough to get a proper upbringing.

But if even ignorant students must be graduated from high school, at least their dismal academic records could be printed on their diplomas so a diploma might mean something again, if only a horror story. 

Making failing students repeat grades, as was done before self-esteem trumped learning, would have even more impact. Limiting students to two repeated grades before graduating them early but ignorant would have still more.

Until society forcefully demonstrates its respect for education and realizes that just throwing more money at it doesn't work, the underclass won't respect it either.

Chris Powell has written about Connecticut government and politics for many years (CPowell@cox.net).