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Showing posts with label public education. Show all posts
Showing posts with label public education. Show all posts

Thursday, October 09, 2014

Do It for the Children

Start by reading this article. Go ahead, I'll wait...


If you're not interested in reading about standard deviations and the like, the chart is pretty clear:



Per-pupil public spending on education has increased dramatically while test scores have remained essentially flat. I'm not saying stop education spending. Clearly we need an educated population. I am suggesting a little more rigor when someone argues that "We need to spend more! It's for the children!" Rather than just have a knee-jerk reaction and give in to avoid being seen as "anti-education," it might be more constructive to ask how much more someone wants to spend, and on what?

Thursday, October 16, 2008

Space and Science Spending in the New Economic Order

This will be as close to a nonpartisan rant as I can manage, partly because I don't see either of the two presidential candidates as being greatly different, and partly because regardless of who is elected in a couple weeks, either of them would have to face the same set of circumstances:

  • A $700 billion promise of a congressional bailout, on top of $3 trillion in federal spending on defense, entitlements, and homeland security.
  • An aging workforce, which will soon require a great deal of Social Security and Medicare assistance.
  • An increasingly competitive global market in science and technology.
  • A dysfunctional elementary and secondary government school system.
  • More and more national and international problems based on science and technology.

There's also this: a Republican friend of mine reminded me today that she didn't think space was a worthwhile expenditure by the federal government. Darlene the Science Cheerleader recently posted some comments on the value of "funding discovery." My response is worth posting here because if I can't plagiarize myself, I'm in real trouble.

Once upon a time, very rich people in America and aristocrats in Europe funded institutions of research and learning for the sheer joy, pleasure, and worthwhile nature of understanding the physical world. I’m not sure whatever happened to that practice, but if those folks are no longer willing or able to do that, then government should. The research and discovery of new knowledge are common goods, and as such belong to everybody.
Private investments in research can and should be more practical (applied science) and focus on translating known facts about the physical world into new products and
processes that can be patented and owned.

I still believe that federal funding of pure research and private funding for applied research is a good model. However, science has not been an easy sell to the American public. Or, rather, space exploration hasn't been an easy sell in my lifetime. Once upon a time we put men on the Moon and sent multiple spacecraft to all of the outer planets. But then the Cold War ended. NASA funding shriveled. Bush Sr.'s plan to go to the Moon, Mars, and beyond (the $450 billion, 30-year Space Exploration Initiative) was torpedoed. The world's largest atom smasher was built in Europe. Magnetic-levitation trains were built in Germany and used in China. The list goes on, but I'll leave it to Neil de Grasse Tyson to finish the litany for me. See here and here.

There are several approaches space advocates have used:

  • Fear of others (the Chinese, Russians, or Indians)
  • Fear of external threats (asteroids, comets, solar radiation/flares)
  • Economic development and gain (space launch services, satellites, mining materials, tourism, power systems, new jobs, increased prosperity, etc., etc.)
  • Scientific knowledge (discovery of other life forms, new chemistries, new galaxies, stars, or planets, new scientific laws)
  • New frontiers (other places to live, have families, develop political/social systems, get away from life on Earth, or go to somewhere cool)
  • New technologies (technology development on Earth, building new and better stuff that works in space, applying technologies or knowledge from space to Earth-based problems/spinoffs)
  • Fun (new sports, new hobbies, new activities)

Even a combination of all of these approaches has not been enough to "sell space" in a healthy economy, which is quite frankly frustrating. But what will all these great reasons and ideas matter in a seriously constrained economy or federal budget? I've been chided by several friends about my negative perception of the government bailout and its potential impacts for the future. Am I hallucinating 30 years of reading history, most of which has told me that bad things happen when government spends beyond its means? Do people no longer study the actual events of the Great Depression in America or Weimar Germany or 1917 Russia?

Okay, I'll take off my frowny-face mask for the moment and assume that all my optimist friends are right: the economy will be fine, socialism will dissipate, and the budget will resume its normal cycles. To quote (of all people) Hillary Clinton, that requires a large suspension of disbelief, but I'll try. The fact still remains that we've got the same long-term problems I listed initially, even without the bailout! Now what? We can't stop Baby Boomers from aging. Can we prevent them from retiring or going on the government dole unnecessarily? Can we fix our public school system so that slow students can catch up while gifted students are allowed to excel on their own or in nurturing environments? Can we get the federal government to spend serious coin on basic research and space exploration? If so, how? I guess my brain is baked because I'm out of ideas.

Suggestions welcome.

Saturday, August 09, 2008

Commentary on the Science Debate Questions

"I've never met a man with so many opinions." --Jedediah Leland, Citizen Kane

"Could you stop being Bart for a minute?" --a friend, several years ago (needless to say, the answer was "no")

I finally got around to reading all of the questions on the Science Debate site, and I found that I could not resist offering commentary on some of the phrasing. This is not to say that I disagree with everything or the need for the debate; I do not. However, some of the questions are phrased in such a way that people on the conservative fence would know going into it that the fix was in. For example...

2. Climate Change. The Earth's climate is changing...

The smarty-butt in my wants to say, "Yeah, the climate is changing all the time--it's called weather." However, on a more rational note, simply repeating that the climate is changing (global warming/global cooling) does not make it so. This is still an assumption. Some among us would like more hard data. Climate models make a lot of assumptions, and still cannot account for everything. Weather forecasts are only good on a local level--at best--five to seven days out. Why should I/we believe that these climate models are serious. We alternate between disappearing ice and the worst cold winter in 30 years. That's weather, not climate. The real concerns are:

  1. Some (not all) scientists are concerned about the future state of the planet's climate.
  2. More reliable data is needed at all levels of the climate to determine the future state.
  3. Climate models need to be made reliable and accurate enough to explain the past, present, and future.
  4. Once the true state of things is known, we can start discussing mitigation.
  5. The recommended solutions in the question (cap-and-trade emissions, carbon taxes, increased fuel efficiency standards) all have economic costs that are very difficult to sell to the American public when people are more concerned about paying for transportation than the effects of said transportation.

In short, this question has an obvious slant and ignores an alternative view of the situation.

Energy...What policies would you support to meet demand for energy while ensuring an economcially and environmentally sustainable future?

The giveaway on the slant of this question is the magic word "sustainable." People seem to think they know what they mean by this, but do they really? Usually, the unspoken assumption when using these words (on the left) is that if one wishes to be sustainable in the long run, one must reduce expediture or consumption over the long run. That means slowing down the economy and setting our sights lower as far as progress or comfort levels are concerned. That is, of course, my interpretation. The people writing these questions would do well to explain what they mean by sustainable.

4. Education...What role do you think the federal government should play in preparing K-12 students for the science and technology driven 21st Century?

The question assumes that the federal government must take a role. A serious conservative might respond, "I think the best thing the federal government could do is to reduce its role in education, get out of the way, and allow more educational experimentation at the state and local level." I've said this before, but it bears repeating: If we have only one educational system in this country--the government schools--and that system is failing, then ALL of our students are hosed. If there are multiple alternatives, funded by local governments or federal/state vouchers, then experimentation would occur at the local level, successful experiments could be repeated, a smaller percentage of students would be hosed by a bad system, and failing systems would have more incentive to compete and improve their curriculum. There is also the fact that if the education system is controlled from Washington instead of in thousands of local constituencies, it becomes much easier for lobbyists to focus on one place for their efforts and exert influence. Federalism was supposed to prevent the concentration of power in one place.

Stem cells.

I must confess that I don't know nearly enough about this topic. However, what I have read gives me some concern. A "stem cell" is an adaptable cell that can easily change from one cell type to another. These cells are commonly found in embryos, where the cells have yet to differentiate into individual body parts. The practical application would be that if we could obtain more living embryonic stem cells from cast-off (aborted) embryos, those cells could be used to replace damaged cells in adults. Liberals argue that the cells (embryos) weren't going to be used anyway because they were aborted. Conservatives don't like the idea of abortion, period, and really don't like the notion of "harvesting" embryos via abortion in order to suit the convenience/health of adults. There are also concerns that this practice could lead to cloning. However, there have, as yet, been no cures using these cells for anything useful. There are also other ways to obtain stem cells, including adult stem cells, which would not require abortions to obtain.

The argument for embryonic stem cell research is similar to spending money on space research: "You never know what we'll find! We could find the cure for cancer!" Well, space medicine has not resulted in a cure for cancer. However, space-based medicine and medical technologies do have a proven track record, unlike the stem cell business. To which proponents of stem cells would probably say, "Then you need to give us a chance." What they seem to forget is that a lot of space medicine came about because we were trying to monitor astronauts in space and keep them alive first. Then we came up with applications here on Earth. Right now, embryonic stem cell research strikes me as unnecessarily ghoulish. That doesn't mean, however, that I don't think the question should be included in the debate. I would just like to hope that the candidates could engage in serious discussions about the role of morality in science. Again, the word is hope, not expect.

9. Ocean Health. Scientists estimate that some 75 percent of the world's fisheries are in serious decline...

I have no problem with this question or assertion, per se, I'd just like to know a little more about WHO is making the assertion, how many, and under what circumstances/pretenses?

11. Space...Can we afford all of them?

Oh, for gosh sakes...Most of the questions on the site presume or ask directly for government funding. Yet suddenly, when it comes to space (still less than 1 percent of the total), they ask if we can afford it? There is also a hidden assumption in the next question:

How would you prioritize space in your administration?

What's the unspoken assumption here? That the budget for space is not going to increase. We need new energy sources. We need to expand our potential sources of energy. We need to continue economic growth and technological development. All of the above would or should require increased space spending. This question assumes a static NASA budget and a reallocation of the pie. We can do better than that.

12. Scientific Integrity. Many government scientists report political interference in their job.

NASA has already taken steps to investigate and address any potential censorship. On the whole, this charge was found to be false. However, certain scientists (and I'm thinking here particularly of the very public Dr. James Hansen) need to understand the difference between reporting scientific data/potential conclcusions and advocating positions on government time. I did a study of scientific language in grad school, and the predominant tone of technical writing in scientific reports for at least the last century has been one of caution and qualified conclusion: "If X and Y are true, then Z might be possible under the following conditions..." The vehement stridency of Dr. Hansen and some of his allies has not used the language of science, but advocacy. However, they use their positions as scientists to provide ethos to their conclusions.

Now this is not to say that I completely disagree with the notion that global warming (or, God forbid, global freezing) might be occurring. I just want to read/see the data. I want rationality, calm, hard analysis based on observation. Then I can start thinking about mitigation. That's a completely different set of analyses--"What should we do next?"--and those analyses are political, economic, and technical, not scientific in the purest sense. Dr. Hansen, et al., want to leap directly from tentative conclusion to policy action without any intervening of debate in between. "THIS IS A CRISIS! WE CAN'T AFFORD TO WAIT! WE'RE EXPERTS AND YOU NEED TO LISTEN TO AND OBEY US NOW!!!!" This is exactly the sort of debating behavior that drives me up the wall, partly because I don't like to be yelled at, partly because I don't like to be pushed around, and partly because it's not proper argumentation.

Is it acceptable for elected officials to hold back or alter scientific reports if they conflict with their own views? Obviously not. Data is what it is. It is up to scientists to interpret what they see. And the data on climate is still mixed and selective.

The real danger here is the extreme politicization of science. It is not appropriate for scientists to make policy recommendations unless that's their job. It is not good science to say, "We have observed decreased glacier activities in X, Y, and Z areas; therefore, the entire world is experiencing global warming; therefore we should tax the West on their carbon emissions to make the world economy fair." Even people not trained in argumentation should see the holes in that set of conclusions, and yet that's what Hansen is, in essence, trying to do while on the job as a paid civil servant. His behavior is doubly inappropriate. He is doing advocacy, which should be done off the clock. It's not just a matter of his tone; his argumentation methods are flawed. I would remove this question from the debate.

14. Health...How do you see science, research, and technology contributing to improved health and quality of life?

Many advancements in medicine have come from space, making question 11 even more annoying and perplexing to me.

Again, I'm not doubting the need for this debate. It would be darned interesting to watch, if we had a couple of candidates who were up to the challenge. However, I don't think either of these guys is bright enough to carry on a serious conversation about science. They weren't hired for that, quite frankly. They were hired/elected to debate matters of policy (all the more reason to reinstate the Office of Technology Assessment, right?). If we could get a little of the bias out of some of those questions, I'd be 100% behind the effort.

We should have open debates about scientific matters. The science and data collection are going on right now, and serious, scientifically trained professionals are doing that work. However, we should not have those same scientists necessarily dictating policy (technocracy = rule by the experts or technocrats) unless they have been elected to do so. We do need more elected representatives who are educated in the sciences or engineering and fewer lawyers, in my opinion, but that's an argument for another day. And in the meantime, the non-scientists and non-engineers in the Congress and White House (and yes, even in the Supreme Court) should have access to better information about scientific issues and their implications for public policy.

I'll be interested to see if this debate takes place. It couldn't hurt, but it should be done right. I'll give some more thought to what "done right" means later.

Friday, July 11, 2008

Science Education Online

I sent the following science links to my buddy Darlene, the Science Cheerleader, and she suggested that I make a posting that included them. Far be it for me to argue with a nice lady who sends me free stuff. I have added a few references for reasons explained below.

http://www.teachspace.us/
http://www.knowledgeadventure.com/school/
http://web.mit.edu/newsoffice/2004/missmass.html
http://www.whizkidsfoundation.org/
http://wtp.mit.edu/eecs/
http://www.eskimo.com/~billb/home.html
http://homeschooling.gomilpitas.com/directory/Sciences.htm
http://homeschooling.about.com/od/science/Science_Resources.htm

The point of these links was to provide some alternative sites for interested folks to find science education information online. The internet is awash in such resources. Such resources might become increasingly necessary (here's where I get on my personal soapbox) if more people home school their kids. And why would they home school? Because of the state of mathematics and science education our taxpayer-funded schools.

The future, whether we like it or not, will become ever more dependent upon automated, computerized electronic technologies, biological technologies, and robotic and nanotechnologies. All of these will require students who are literate in science, technology, engineering, and mathematics (STEM) subjects. We are doing children no favors by de-stressing grades and emphasizing self-esteem and "creative math." Consider the following quotations from "A Nation at Risk," a report on the state of the U.S. educational system in 1983 (waaaay back in the Reagan era, when I was still in the throes of junior high), and contemplate the fact that the situation has not greatly improved:

Our Nation is at risk. Our once unchallenged preeminence in commerce, industry, science, and technological innovation is being overtaken by competitors throughout the world.

What was unimaginable a generation ago has begun to occur--others are matching and surpassing our educational attainments.

If an unfriendly foreign power had attempted to impose on America the mediocre educational performance that exists today, we might well have viewed it as an act of war. As it stands, we have allowed this to happen to ourselves. We have even squandered the gains in student achievement made in the wake of the Sputnik challenge.

  • International comparisons of student achievement, completed a decade ago, reveal that on 19 academic tests American students were never first or second and, in comparison with other industrialized nations, were last seven times.
  • Some 23 million American adults are functionally illiterate by the simplest tests of everyday reading, writing, and comprehension.
  • About 13 percent of all 17-year-olds in the United States can be considered functionally illiterate. Functional illiteracy among minority youth may run as high as 40 percent.
  • Average achievement of high school students on most standardized tests is now lower than 26 years ago when Sputnik was launched.
  • Over half the population of gifted students do not match their tested ability with comparable achievement in school.
  • The College Board's Scholastic Aptitude Tests (SAT) demonstrate a virtually unbroken decline from 1963 to 1980. Average verbal scores fell over 50 points and average mathematics scores dropped nearly 40 points.

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