Education and the Crisis of Local Government

Alexis de Tocqueville, one of the most famous early students of the American republic, once praised the small towns of early America as evidence that "the government really does emanate from the governed." Several decades later, English theorist John Stuart Mill extolled the benefits of local government, including an opportunity for large numbers of the citizenry to participate in the democratic process. Since the early days, America has placed a lot of faith in local governments, allowing local entities to control their own affairs. Democracy emanates in many ways in America, from local PTA meetings at schools across the nation to county commission and school board meetings.

In recent years, as society has become more urbanized, politics has become more centralized. The rise of cable media has given politics a national focus, and Americans have become far more interested in the 'horse race' approach to congressional and presidential politics. Additionally, as more top performers in small towns across the country have moved to larger cities, there have been crises of local leadership. A number of modern social theorists have traced the evolution of rampant political corruption in rural areas to declining population in the face of fewer opportunities in small towns and the exclusive opportunities of large cities. As social commentators debate the consequences of this centralization of American life, it appears to have been exacerbated by the economic crisis.

Marie Leech of the Birmingham News reported yesterday that the Alabama Board of Education voted to take over the finances of Coosa and Sumter county schools, two rural Alabama systems. Five other systems in predominately rural counties also reported having to borrow money, and 25 additional systems reported anticipating a need to borrow money in the near future. Thus, of 103 responding school systems to a statewide financial survey, at least 32 or almost a third of respondents were experiencing some form of significant financial distress.

What is the result? The result will be more state control, and ultimately, more federal control, at the expense of local control. Some are quick to say that local control is a thing of the past, and we should embrace this new era of centralization. However, America's republic is based on the idea that each geographic region of the country needs strong local leaders. The next generation of governors, congressmen, and senators will most likely cut their teeth on local school boards, county commissions, and city halls. Additionally, citizens benefit when they have a direct say in local affairs. There are fewer bureaucratic channels and fewer stakeholders to take into consideration. For generations, small towns have served as a buffer against the aggressive federal government set up against our constitution. Now, as citizens leave for the cities and the economic crisis threatens the country, this system of local government will be called even more into question.

Conservatives should consider stepping up to defend this way of life. The best way to reduce spending in Washington is to empower local communities to take charge of more of their own affairs. Additionally, America's system of representation depends on cultivating strong talent locally. Over decades, local control has begun to evaporate, something Tocqueville also anticipated. However, with that goes a piece of our history and tradition which should not be lost entirely without a fight.

Education Reform: A Prescription for the Doctor

No acronym had the same resonance as AEA in the tempestuous run-up to yesterday's GOP run-off for the gubernatorial nomination. By election day, it would be impossible for most voters to avoid the somber pictures of AEA leaders Paul Hubbert and Joe Reed plastered in television ads, specters meant to haunt Dr. Robert Bentley's bid for the GOP nomination. Well, as I recommended, Dr. Bentley has won, and it is time for the GOP to start putting its house together again in order to make a strong showing in November.

I suppose I ought to begin with the positive. All the scuffling over AEA has placed education at its rightful place at the top of Alabama's political discourse. For all the debates over gambling and facilities like Greene Track, education is the real means of economic development and advancement. Better-educated people are able to earn more, participate in more diverse job offerings, and increase the overall quality of life in this state. Unfortunately, Alabama has long lagged behind in education like many other states in the Deep South. Perhaps with this new-found focus on education, the time has come for that to change. With some innovative thinking, it is more possible than people think. The economy is struggling, and even though some communities are willing to go to gambling and other 'get rich quick' schemes, a strong case can be made that investing in education now will pay far more lasting dividends in our state than gambling casinos.

Education must also now be important to Dr. Bentley, as he has to demonstrate to skeptics in his own party that he can be trusted on education. In order to do this, he should take the lead in unveiling new and innovative ideas on education. To help the GOP's nominee, I have come up with ten ideas of my own. I think Dr. Bentley should give my blog a shot on education reform. Despite my relative youth, I do have the unique experience of having gone through K-12 public schools in Alabama my entire life. Having completed this experience far more recently than many of our public officials, I tend to think I have at least a fresher perspective on many of the problems in our schools and conservative reforms which can fix them. It's worth noting that these reforms aren't necessarily controversial. These ideas can change Alabama schools and strengthen our state's conservative values without unleashing the total war against AEA which has led almost invariably to gridlock in the past. Here are my 10 Prescriptions for Alabama Schools:

(1) Create an ACTION program to provide funding for extracurricular activities in rural schools.

One of Gov. Riley's most successful education reforms has been the creation of the ACCESS distance learning program which allows top students in rural schools to take advanced-level coursework not available in their own school. Although enabling students to take these courses is a step in the right direction, Alabama should provide more grants and training for teachers to start debate, quiz bowl, environmental team, science olympiad, and other academic competitive programs in rural schools. As I can attest from my days in high school debate, these programs are invaluable in teaching research, study, and competition skills needed to both get into college and to do well when in college. ACTION would be a logical extension to ACCESS, encouraging the development of dozens of more innovative programs like the Speakfirst program which brought speech and debate to a number of inner-city students in the Birmingham area. This program would serve a conservative purpose by empowering students to think and reason on their own, instead of giving them handouts later in life.

(2) Increase the number of university partnerships with secondary and primary schools.

When I went to college at Georgetown, I was amazed by how many students described their high school experiences. Many were able to take university classes in university settings or at least participate in special university programs. Although these exist in Alabama, they can be far wider in their reach, including more class offerings for students and more innovative lab days and shadowing days for students. Universities throughout the state, such as West Alabama in Livingston, Troy in Southeast Alabama, Jacksonville State University in East Alabama, and other community colleges could be especially helpful in reaching out to students in rural areas. Existing programs at Alabama and Auburn should be given broader reach to give students exposure to higher learning from a young age.

(3) Create a Community-Based Learning Program for students.

As conservatives, we have a vested interest in retaining strong communities, because strong communities build strong values. Conservative sociologist Robert Nisbet once marveled at small Southern towns which provided what we today call 'social welfare' to people through churches or other organizations without needing the government. Today, communities still have much to teach young students. Students can learn science through local streams and ecologies. They can learn civics through attending town council meetings, and they can learn from others in their communities. A number of Alabama leaders have been pushing for more community-based learning programs for a number of years, and in a tight economy, these opportunities would give students 'field trips' which are a mere walking distance from the classroom. This program would play a crucial role in teaching students to be creative learners and also beginning to develop a connection to the community which could entice more top students to choose to remain in Alabama as professionals and leaders.

(4) Re-emphasize Civics as an integral part of the curriculum.

No issue is more important to the future of our Republic than a strong foundation in civic literacy. Students need to be able to read newspapers and interpret media biases accurately. They need to understand the wisdom of America's Founding documents and the importance of the governing process. Despite this necessity, Alabama students traditionally perform worst on the social studies portion of the Alabama High School Graduation Exam. That must change by emphasizing civic literacy throughout the curriculum and at elevating grade levels so that students are equipped with the skills to become good citizens.

(5) Introduce more Southern literature and themes with an Alabama focus.

As a Southern conservative, few things sadden me more than the lack of focus on local history and culture. While at Georgetown, I encountered many peers from New England or the Pacific Coast far more fluent in great Southern authors like Faulkner than I. The same could be said of their local state histories. Students should be exposed to the distinctive and interesting, albeit tenuous, histories of Alabama and the South. Not only could this aid in student retention, but it also helps students make sense of the world around them and use that world to understand even broader concepts.

(6) Develop new mentoring/community interaction opportunities.

Although no community leader could replace a teacher, community leaders and active professionals should be brought more actively into the school setting to integrate students into the community. Since students will one day be entering the work force, they should get experience early in interacting with adults. By providing students shadowing opportunities or elective options with non-profit agencies, science labs, and other options, students have more opportunities. Alabama should take the lead in allowing top high school students to earn elective credit through such community interactive projects.

(7) Introduce the study of financial literacy and planning.

As conservatives, we should care very deeply that future students are educated in the basics of financial literacy. Not only will this help them one day with more stable families, it will teach them the importance of hard work combined with sound budgeting. Last year, I had the opportunity to hear the Shelby County Board of Education consider adopting more programs to encourage financial awareness among students. This would be a smart program to adopt statewide.

(8) Prioritize Gifted Education.

As stated previously on this blog, gifted education is of paramount importance for our state's future, and it should be a top priority for our next governor.

(9) Promote Cross-curricular learning with the inclusion of art and literature.

One of the biggest problems in education today is that many students find what they study in school 'irrelevant.' Math seems never to connect to history, and history never connects to science. Alabama should take the lead in connecting the curriculum while also adding more art and music appreciation into subjects such as history and literature. William F. Buckley was one of the greatest conservative figures of the 20th century, and he always exuded a strong appreciation for the fine arts. Russell Kirk had views on art which reinforced the 'permanent things,' and many great conservatives were truly 'men of letters' who appreciated art, literature, and the humanities. Alabama students deserve at least to be exposed to these ideas while also seeing how these areas of study link to the broader curriculum.

(10) Institute a High School Service Project Requirement for Graduation.

Finally, there is no greater conservative principle than community service. It is the most basic example of the individual finding a need and addressing it without the presence of the state. In preparation for this duty of citizenship, Alabama high school seniors should be required to design, complete, and present a service project as a requirement for graduation. Far more useful than other federal proposals, this would require students to start actively thinking about needs in their communities. Many systems like Shelby County have already developed programs to get students thinking about and performing community service. This program would take it to another level by encouraging students to be more creative and more innovative.

As Dr. Bentley can see, there are plenty of creative ideas out there on education. He just needs to know where to look, and who to trust. To that end, I hope at least he can trust me because these basic ideas could move Alabama and its people forward. If we do not use the contention and discord of the recent primary to begin a productive open and honest discussion on education reform which begins with bringing people together, we'll always be forced to look to the bottom of the list to find 'Alabama' when it comes to education.

Reaching Alabama's Top Students: Problems in Education

Three years ago, I left Alabama after attending public schools all my life and headed to Washington to attend college at Georgetown University. Last month, I was able to walk across the stage as a college graduate. The experience taught me several lessons about the educational world in which we live. Having the ability to look at my undergraduate education as a completed whole, I realized that two major factors allowed me to graduate ahead of schedule and actually excel in college--the ability to take advanced coursework in high school and numerous opportunities to excel in extracurricular academic activities. I also saw firsthand one of the great problems that many states face, that being the issue of retaining top students who leave their home states for college. Most of my peers at Georgetown have either remained in Washington or gone on to work in large cities. In the graduating class before me in 2009, over 60% of graduating seniors who participated in the school's exit survey worked in either Washington, DC, or New York. More students reported working in China (8) than going on to work in over 40 US states. Although these records are just the results of one university, they reflect a broader ideal that graduates from America's top universities stay concentrated in major cities and do not return to the communities from which they come. Thus, states like Alabama have a two-fold problem. They must equip students to excel at top colleges to participate in an increasingly global economy, and they must also work at keeping those top students in Alabama.

Here in Alabama, our education policy often emanates from Paul Hubbert and the AEA, the teacher's lobby. For a long time, conservatives have been pitted against AEA, for many valid reasons. However, I think what has been lost in the debate over the AEA's impact in state politics is an actual debate over how to improve Alabama schools, and that's what we desperately need today. Conservatives believe in facilitating excellence--government is doing its job in part if it can empower individuals to act in their own best interest. Too often, Alabama's education policies have favored the median and not the extremes. In recent years great advances have been made in what is commonly called 'special education,' or the education of students with learning disabilities. While I laud these advances, it is well past time for Alabama to start emphasizing the other end of its educational spectrum and creating more opportunities for its top gifted students.

Gifted education needs in this state break down into two areas--opportunities inside the classroom and opportunities outside the classroom. Inside the classroom gifted students benefit from advanced and honors courses in a wide variety of subject areas taught by experienced faculty as well as opportunities for internships, college course offerings, and innovative programs. Outside the classroom, students benefit from extracurricular activities which include competitive academic clubs and teams, shadowing programs and internships, and other opportunities to reinforce and enhance skills learned inside the classroom. In April 2009, the Department of Education noted a general correlation between students who took Advanced Placement courses in earning higher college GPAs, completing more credits, and attaining higher graduation rates than those who took non-AP courses in particular subject areas. To that end, Governor Riley and Superintendent Morton deserve credit for making Advanced Placement programs more accessible. In 2008, the College Board found that Alabama was outpacing the national average in both participation and performance. Programs like A+ College Readiness, the ACCESS Distance Learning Program, and the Math and Science Initiative have had great success in increasing the ability of students to participate and excel in advanced-level coursework.

Despite these gains, that doesn't mean the state can't do more. During my school years, I often witnessed qualified teachers retiring and new inexperienced teachers taking their place. School systems across Alabama need to develop better systems to guarantee that experienced teachers are ready to take over advanced-level courses and that schools continue to develop better course offerings for top students. From a young age, the state would also benefit from increasing accessibility to and effectiveness of gifted programs. According to the Department of Education, 4.8% of Alabama students participated in gifted programs in 2004 and 5.5% participated in 2006. This is below the national average of 6.7% in both years. Additionally, students who participate in those programs receive different levels of effectiveness. Some enterprising schools have worked out opportunities for high school gifted students to opt out of some elective coursework to pursue internships, lab experience, or other opportunities and projects in their communities. These programs which tie students to their communities play a critical role in student retention, but they should be more widely accessible across the state. Businesses, labs, universities, and other entities across the state should work in closer cooperation with public schools to offer these opportunities to top students.

Finally, Alabama must commit itself to providing students with ample opportunities in competitive academic teams and must invest resources into these programs. The Department of Education noted that student participation in sports in the South region increased from 38.6% in 1994 to 42.1% in 2004. However, participation in academic clubs in the South region decreased from 28.4% in 1994 to 23.5% in 2004. Relatively few high schools in Alabama have competitive academic quiz bowl teams, debate teams, or other programs. During my high school years, I was fortunate to travel across the state and region competing in debate contests. Through that process, I learned the most significant skills which allowed me to excel in college. I spent long nights assiduously researching, learned to present information in a persuasive and organized fashion, and developed an ability to think quickly. Had it not been for these experiences I would have still gone to college, but I would significantly lost on skills needed to succeed while in college. During my years, roughly a dozen Alabama high schools had successful debate programs. Stephen Black of the University of Alabama developed a SpeakFirst program to make debate competition accessible to students from a number of inner-city high schools. The Birmingham News touted the young program in a 2007 piece on accessibility of education resources to top students in Birmingham city schools. Alabama needs more programs like SpeakFirst in counties and towns across the state, and innovative programs such as this one should become more of a reality and less of an exception for Alabama students.

For decades, Alabama politicians have campaigned on the platform that Alabama must race to the top and cannot be last forever. To his credit, Gov. Riley has worked to pursue a number of these objectives at the state level. Back in 2007, Alabama Sen. Jeff Sessions successfully sponsored and passed a law called the Striving Readers initiative to increase literacy programs across the spectrum at the K-12 level. Frankly, both Alabama and America desperately need now a "Striving Strivers" initiative, for lack of a better term, providing more resources and opportunities for those students who have the strongest love to strive for more learning. As the statistics show, there is a lot of room for educational improvement in this state, and it is time at long last to make the top students a priority. If not, more of our top minds will continue to leave our state and eventually our nation in pursuit of greener pastures overseas.