History Readings

Many conservatives would go this far with Frank: Government is one way we choose to work together, and there are certain things we need to do collectively that only government can do.

But there are trade-offs as well, which liberal communitarians don’t always like to acknowledge. When government expands, it’s often at the expense of alternative expressions of community, alternative groups that seek to serve the common good. Unlike most communal organizations, the government has coercive power — the power to regulate, to mandate and to tax. These advantages make it all too easy for the state to gradually crowd out its rivals. The more things we “do together” as a government, in many cases, the fewer things we’re allowed to do together in other spheres.

Every tax dollar the government takes is a dollar that can’t go to charities and churches. Every program the government runs, from education to health care to the welfare office, can easily become a kind of taxpayer-backed monopoly.

The more the federal government becomes an instrument of culture war, the greater the incentive for both conservatives and liberals to expand its powers and turn them to ideological ends. It is Catholics hospitals today; it will be someone else tomorrow.

a successful professional in Shanghai knows that she will have to bear any future health care or retirement costs for herself and, because of the one-child policy, for her parents and grandparents too.

Every month, the United States buys around $35 billion in goods and services from China and sells around $11 billion back. That, of course, leaves a $24 billion trade deficit.

Every month, the United States is demanding a lot of renminbi and China is demanding few U.S. dollars. The natural result should be for the dollar to get weaker as the renminbi gets stronger.

China’s government prevents that adjustment by artificially increasing the demand for dollars, spending much of that $24 billion surplus on U.S. Treasury bonds. This sounds boring, but it effectively makes all Chinese exports somewhere around 25 percent cheaper and all U.S. imports to China, effectively, about 25 percent more expensive

all that easy money from China helped make the housing bubble much bigger and last longer, which created a far bigger crisis when the bubble finally burst.

The currency intervention also functions as a massive inequality-creation machine. U.S.-based behemoths, which own or use many of those exporting Chinese factories, benefit, as do their shareholders. And because more than 90 percent of U. S. stocks are owned by the wealthiest 20 percent, the spoils are disproportionately concentrated at the top. Meanwhile, lower wages, lost jobs and crippled manufacturing employment fall on the less wealthy.

The economists that I spoke to estimated that China’s currency policy has cost the U.S. between 200,000 and 3 million jobs

it may seem odd that China’s currency policy isn’t the beginning and end of every single political stump speech. After all, it’s probably the one thing that, if changed, could instantly bring both jobs and more equality to this country. I can’t think of any other economic agenda that would receive the support of unions and big business, free traders and protectionists, Wall Street Occupiers and Tea Partiers.

wealthy students from private and expensive, co-pay charter schools have unfair access to elite universities, while the rest struggle to meet entrance standards at under-financed public institutions.

Echoing 1960s street activism, the Chilean Winter dabbled in the absurd, but with a high-tech, social-media twist. Thousands gathered in front of the presidential palace in June dressed as zombies, then broke into a choreographed dance to Michael Jackson’s “Thriller.” In July, students again gathered in front of the palace for a huge “kiss-in.” Though the ideas came, said Giorgio Jackson, former student president of Chile’s Catholic University, from “everywhere, absolutely every local space,” the movement’s success hinged on the leadership’s ability to channel such creativity while maintaining a unified front to government and the media. The organization used a Web site to gather ideas and disseminate content for placards and posters. And it has used Ms. Vallejo’s 300,000-plus Twitter followers to quickly initiate huge “cacerolazos,” a form of dictatorship-era protest where people walk the streets banging on pots and pans.

“Something very powerful that has come out of the heart of this movement is that people are really questioning the economic policies of the country,” Ms. Vallejo said. “People are not tolerating the way a small number of economic groups benefit from the system. Having a market economy is really different from having a market society. What we are asking for, via education reform, is that the state take on a different role.”

“The student movement here is permanently connected to other student movements, principally in Latin America, but also in the world,” Ms. Vallejo said. “We believe this reveals something fundamental: that there is a global demand for the recovery and defense of the right to education.”

This may be Ms. Vallejo’s greatest contribution: to restore faith in a discredited system by showing a new generation that politics can be responsive to the people’s demands.

the one thing we know for sure is that with each advance in globalization and the I.T. revolution, the best jobs will require workers to have more and better education to make themselves above average.

America actually earns more from its assets abroad than it pays to foreign investors. If your image is of a nation that’s already deep in hock to the Chinese, you’ve been misinformed. Nor are we heading rapidly in that direction.

And that’s why nations with stable, responsible governments — that is, governments that are willing to impose modestly higher taxes when the situation warrants it — have historically been able to live with much higher levels of debt than today’s conventional wisdom would lead you to believe.

Americans are consistently obsessed with certain questions: How can you keep track of students' performance if you don't test them constantly? How can you improve teaching if you have no accountability for bad teachers or merit pay for good teachers? How do you foster competition and engage the private sector? How do you provide school choice?

The answers Finland provides seem to run counter to just about everything America's school reformers are trying to do.

Finland has no standardized tests

Instead, the public school system's teachers are trained to assess children in classrooms using independent tests they create themselves.

As for accountability of teachers and administrators, Sahlberg shrugs. "There's no word for accountability in Finnish," he later told an audience at the Teachers College of Columbia University. "Accountability is something that is left when responsibility has been subtracted."

For Sahlberg what matters is that in Finland all teachers and administrators are given prestige, decent pay, and a lot of responsibility. A master's degree is required to enter the profession, and teacher training programs are among the most selective professional schools in the country. If a teacher is bad, it is the principal's responsibility to notice and deal with it

Decades ago, when the Finnish school system was badly in need of reform, the goal of the program that Finland instituted, resulting in so much success today, was never excellence. It was equity.

There are no lists of best schools or teachers in Finland. The main driver of education policy is not competition between teachers and between schools, but cooperation

in Finland, school choice is noticeably not a priority, nor is engaging the private sector at all.

And while Americans love to talk about competition, Sahlberg points out that nothing makes Finns more uncomfortable.

ince the 1980s, the main driver of Finnish education policy has been the idea that every child should have exactly the same opportunity to learn, regardless of family background, income, or geographic location. Education has been seen first and foremost not as a way to produce star performers, but as an instrument to even out social inequality.

this means that schools should be healthy, safe environments for children. This starts with the basics. Finland offers all pupils free school meals, easy access to health care, psychological counseling, and individualized student guidance.

Samuel Abrams, a visiting scholar at Columbia University's Teachers College, has addressed the effects of size and homogeneity on a nation's education performance by comparing Finland with another Nordic country: Norway. Like Finland, Norway is small and not especially diverse overall, but unlike Finland it has taken an approach to education that is more American than Finnish. The result? Mediocre performance in the PISA survey

the goal of educational policy in the U.S. -- as articulated by most everyone from President Obama on down -- is to preserve American competitiveness by doing the same thing. Finland's experience suggests that to win at that game, a country has to prepare not just some of its population well, but all of its population well, for the new economy. To possess some of the best schools in the world might still not be good enough if there are children being left behind.

Finland's dream was that we want to have a good public education for every child regardless of where they go to school or what kind of families they come from, and many even in Finland said it couldn't be done." Clearly, many were wrong. It is possible to create equality

Finland's experience shows that it is possible to achieve excellence by focusing not on competition, but on cooperation, and not on choice, but on equity.

as children get older, between third and eighth grade, their intrinsic motivation to study decreases considerably. The more they’re in school, the less they enjoy it.

A recent, large-scale study by Harvard economist Roland Fryer, a 2011 MacArthur grant recipient, has yielded some promising results on this front. In the fall of 2007, Fryer set up cash incentive programs in Chicago, Dallas, D.C., and New York. The twelve million dollar, 38,000-student study (half of it funded by Fryer’s organization, EdLabs; half by the school districts) was the largest ever conducted on the effects of incentives on academic achievement in the US. The results were released last May

Paying second-graders to read about six books per year (again, two dollars per book) Fryer found that standardized test scores in reading among students comfortable with English increased at a rate that would typically suggest three extra months of schooling

Intrinsic motivation, Fryer was surprised to find, was not affected significantly, and one year after the study's conclusion, 60 percent of the gains made by the sample group had been retained. Incentivized reading, it seemed, worked for certain students. Observing such sustained increases in reading proficiency led Fryer to his most important finding: effort, or “inputs,” could be incentivized, while improved scores, or “outputs,” could not. (Another study conducted by Fryer, released as a working paper last month, found that a combination of similar “input” incentives—involving parents, teachers, and students—yielded even more impressive results.) 

Unlike a traditional history class, in which students are asked to master a single narrative, usually established by a textbook, Reisman’s lessons asked students to “interrogate, and then reconcile, the historical accounts in multiple texts in order to arrive at their own conclusions.” 

the introduction of historical thinking skills does not require the dismantling of chronological approaches to history.  Instead, they are integrated into the chronology-based curriculum already in place.

The fifty-minute periods were organized in a consistent, predictable structure (an important element of learning, Reisman maintains), with the teacher typically devoting ten minutes to introducing or reinforcing background information through lecturing, use of video, or textbook questions followed by thirty minutes of document work, individually or in groups.  The background presentation was designed to prepare students for the documents to come, and often to set up “straw men” that the documents could challenge.  The document work was organized around an essential question (for example, “Why did the Homestead strike of 1892 turn violent?”), and included documents offering conflicting interpretations.  Questions in the handouts were designed to direct student attention toward interrogation of the validity of the documents.  The final ten minutes were taken up with whole-class discussion, during which, Reisman hoped, students would engage in historical argument, making claims supported by specific evidence from the background material and documents. 

Reisman also evaluated student arguments on a scale beginning at the lowest level of analysis—judgment of historical actors by modern standards with no evidence—to judgments with minimal evidence and no regard for context, to judgments containing an awareness of context and perspective though limited in awareness of complexity, to, finally, awareness of one’s own historical subjectivity that encouraged resistance to hasty judgments.  This highest level demonstrated metacognition; these students had developed an awareness of their own thinking.

Reisman also noted another critical but unmeasured factor:  the role of the teacher.  It was crucial for teachers to model the thinking they asked of their students, often by putting a document up on a screen and “thinking aloud” as she read the document and reasoned her way through it, demonstrating, in the process, specific use of the various skills.  In this way, she could make metacognition concrete.  Teachers’ mastery of their subject varied, however, as did their skill in guiding a discussion.  Most of the teachers who participated in the study did not question documents sufficiently or “stabilize content knowledge” by correcting misconceptions.  Reisman pointed out the crucial role of guiding discussions, for example, to interrupt for clarification or to push student thinking toward greater rigor.  Instructional methods that permit students to explore a topic without teacher intervention run the risk of leaving errors and misconceptions—“opportunities in the search for understanding”—unexplored.

Under Mr. Obama’s education agenda, state governments can now dictate to principals how to run their schools. In Tennessee — which is ranked 41st in NAEP scores and has made no significant progress in closing the black-white achievement gap on those tests in 20 years — the state now requires four formal observations a year for all teachers, regardless of whether the principal thinks they are excellent or weak. The state has declared that half of a teacher’s rating must be based on student test scores.

Ms. Kapiko, on the other hand, has discretion in how to evaluate her teachers. For the most effective, she does one observation a year. That gives her and her assistant principal time for walk-through visits in every classroom every day.

The average class in New York City in kindergarten through the third grade has 24 students. At military base schools, the average is 18, which is almost as good as it is in the private schools