THE ATLANTIC – Education | This, That and The Other

New York City’s new mayor, Zohran Mamdani, will soon confront an ordeal that might finally knock that trademark smile off his face: balancing the budget. The city is projected to have a $5 billion deficit this year and is required by law to make up for that shortfall by raising revenue, cutting spending, or both. Mamdani has proposed large tax increases paired with modest cuts to city programs. But getting to $5 billion won’t be easy, in part because the biggest portion of the city’s budget is considered untouchable.I refer not to the police department or the transit system, but to the department of education. It costs about $40 billion a year, making up a third of the city’s gargantuan budget. New York City spends more money per pupil—north of $40,000, according to one recent estimate—than any of the other 100 largest public-school districts in the country, and more than twice as much as the median district. Meanwhile, it generates educational outcomes that are average at best. According to federal data, its per-pupil spending is nearly 50 percent higher than Los Angeles’s and Chicago’s (the second- and fourth-largest districts), and 150 percent higher than Miami’s (the third-largest). Per pupil is the key phrase here. New York City’s public-school system is the largest in the country, but that’s not the problem. The problem, actually, is that the student body is small relative to the resources devoted to it, and shrinking fast—but the city and state governments won’t cut education spending accordingly. As long as that’s the case, the city’s financial situation will grow only harder to manage.Where does all the money go? The simple answer is that it goes to the teachers. According to a cross-district analysis by the National Center for Education Statistics, New York City spent 61 percent of its education budget on instructor compensation in 2023. Los Angeles spent 52 percent on teachers; Miami, 43 percent.[From the October 2019 issue: When the culture war comes for the kids]Surprisingly, given those figures, New York City teachers are far from the highest paid in the country. A starting New York City teacher makes about $69,000 a year, whereas a new teacher in Seattle makes $74,730. A first-year Dallas teacher makes $65,000, but the cost of living in that city is significantly lower than in New York. And unlike the New York teacher, the Dallas teacher will not be required to… [TheTopNews] Read More.

The “demographic cliff” is upon us. The number of teenagers graduating from American high schools peaked last year. It will begin declining this spring and keep falling steadily through at least 2041. The trend is more of a downward slope than an abrupt falloff, but the gradient is steep and represents a crisis to colleges dependent on filling classroom seats and dorm beds. The United States currently has about 4,000 colleges. According to a recent study from the Federal Reserve Bank of Philadelphia, about 60 are closing on average each year; that number could double in any given year if the bottom falls out of enrollment.If the harm were only to the institutions forced to close because they’re running out of customers, that would be unfortunate but not tragic. But the causality runs in the other direction too, as students who otherwise would have gone to college find themselves with no viable option in the place where they live. American higher education has long consisted of two markets: one where high-achieving, typically affluent students compete for seats at national universities, and one where mostly middle- and lower-income students stay closer to home. Members of the first group will be fine even as college closures accelerate. The second group will suffer. After many decades of democratization, higher education could once again become a luxury good.Over the past half century, as more teenagers have enrolled in higher education, what was once mostly a local business has become national, especially for top students, whose sense of distance has gradually shifted. Campuses that once felt far away now seem closer, thanks first to interstate highways, then to discount airlines, and then to technology. Parents in the 1980s might have talked to their college kid on a dorm-floor pay phone once every few weeks, if they were lucky. Today’s parents can text and FaceTime their kids multiple times a day.Even so, roughly half of students at four-year colleges still attend one within 50 miles of home. The result is a market divided into two: one built on national brands that attract high-performing students from everywhere, and another that serves a local and regional population of place-bound students. Those two markets have hardened in recent years. Applications to the roughly five dozen campuses that accept fewer than 20 percent of applicants have skyrocketed, from nearly 800,000 two decades ago to more than 2.35 million today. This… [TheTopNews] Read More.

No story has caught the imagination of education reformers this decade quite like the “Mississippi miracle.” From 1998 to 2024, fourth-grade reading and math scores in my home state—the nation’s poorest—rose from among the worst in the country to among the best. When adjusting for demographic factors such as poverty, we’re in first place.Other states are now trying to emulate what Mississippi did. Those efforts largely revolve around adopting what’s known as the “science of reading”— a set of principles and teaching techniques, including phonics, that are grounded in decades of empirical research. Last fall, for example, the Wall Street Journal editorial board marveled that “even California is now following Mississippi’s lead by returning to phonics” as Governor Gavin Newsom prepared to sign a major new reading bill into law. But what many outsiders fail to understand is that Mississippi changed far more than just how reading is taught. They therefore miss why and how our literacy approach succeeded.As I detail in a new report for the Progressive Policy Institute, Mississippi’s transformation depended on holding students, educators, and even policy makers accountable for better student performance. Imposing real accountability in education is politically onerous, which is why such policies have fallen out of favor over the past decade. But reforms that try to copy only Mississippi’s commitment to reading science without accountability will not deliver the intended results. Fixing education is never that simple. If states really want to replicate our success, they need to understand that what Mississippi did wasn’t a miracle at all.For decades, education policy in Mississippi was driven mostly by a desperate desire to avoid ranking last in the country. Aiming higher wasn’t on the agenda, because state and local leaders believed that Mississippi kids were too poor to make real progress. In practice, this meant that the state set abysmally low standards for what students should learn to advance and graduate.In the late 1990s and early 2000s, Mississippi was pulled onto the path of reform by federal legislation, most notably George W. Bush’s No Child Left Behind Act of 2001, which required states to ensure that students met challenging learning standards on standardized tests and established consequences for schools that failed to do so. Our performance on the National Assessment of Educational Progress, also known as the Nation’s Report Card, improved substantially from 1998 to 2009. But because the whole country was improving, too, Mississippi’s… [TheTopNews] Read More.