increasing the odds of success for young people’s civic work

My favorite civic education courses and programs are ones that ask kids to discuss local issues, deliberate about what to do, act together, and then reflect. This seems the best pedagogy, but it presents a consistent challenge.

Middle-class, suburban kids tend to identify problems that they can address effectively within a finite amount of time. For example, they might note that there’s always a traffic jam in the high school parking lot at 3 pm, come up with an alternative traffic plan, and offer it to a principal who is delighted to adopt it. They learn skills, gain confidence, and feel great. Meanwhile, their low-income, urban peers are identifying homicide or the dropout rate as their key concern. They either fail to address such problems or they realize that they will fail and shift to some other objective. Often they decide to raise awareness among their peers, knowing that “awareness” is ultimately not very useful. As a result, their sense of political self-confidence (or “efficacy,” in the jargon) often declines as a result of their work. For evidence, see:

I think this is the great issue in the field. Some possible solutions  include: 1) careful, guided selection of topics for students’ projects, which Fehrman and Schutz recommend; 2) very skillful preparation and reflection, including constructive reflection on the barriers that students encounter (which Ferhman and Schutz also recommend); and/or 3) not starting over with new projects every semester or course. I would advocate more experimentation with cumulative civic projects, in which students are asked to build on what their predecessors began. That reduces their power to choose issues and strategies, but it also gives them more chance of success. After all, most adult community projects don’t start and end within 14 weeks; we build on previous work.

could the college bubble burst?

A search for “college” and “bubble” will yield many articles about rising tuition rates (up by 440 percent since 1985), frantic efforts to attend the most selective colleges, mountains of student debt, and the possibility that this whole system will soon collapse like the market for tulips in baroque Amsterdam. See, for instance, this relatively sober piece in the Chronicle of Higher Education.

I won’t quite join in the denunciations of tuition inflation. Some students receive truly inspiring and enriching college educations whose value is hard to estimate but probably exceeds the price.

Also, at institutions like mine, middle class students qualify for financial aid. It’s smart to charge a sticker price of $50,000 if substantial numbers of families can pay that much, and then offer discounts for the many families who cannot. Setting a lower sticker price would be like leaving money on the table (money that can be used for educational and scholarly purposes). The only drawback–and it’s a serious one–is the misimpression that everyone really pays $50,000. That could (and probably does) dissuade some poor and middle-class students from applying.

In any case, I’m convinced that tuition is rising faster than inflation because of the Baumol Effect, not just a bubble. Sectors like manufacturing, transportation, and retail achieve constant productivity gains because of technology. But colleges basically sell hours of attention by professors. To be more specific, they offer this implicit formula:

Hours with a professor times reputation or qualifications of the professor divided by the number of other students in the room.

If that’s the product, there is no way to cut its cost, which constantly rises relative to other goods. The cost of maintaining a faculty with a distinguished reputation rises even faster whenever the world of science and scholarship expands and research becomes more complex and expensive.

Colleges basically try to get away with alternative products: huge lecture classes, teaching by adjuncts. But savvy students who have strong positions in the admissions market choose institutions that offer as close as possible to the real deal.

Even given these partial justifications, I would be quick to admit that the sector has a problem. Many students do not have deeply enriching experiences in college, if only because they are not prepared or motivated for the best aspects of higher education (seminars on Plato, real scientific work, service-learning). Even for students who do get a good education, the sticker price is awfully high, and neither the Baumol Effect nor financial aid discounts excuses it fully.

Part of the problem is that college is a positional good: you look better in the job market if you graduate from an institution that has a higher rank than others. Colleges that are selective tend to rise on most people’s lists (whether implicit lists or literal rankings like that of US News & World Report.) If the nation’s best students all decided to flood NoName State, its mean SAT scores would rise, its acceptance rate would plummet, and the value of its diploma would soar. But that’s not how the market actually works. Distinguished faculties, ancient campuses, and beautiful facilities are what draw competitive students. These are signals that other strong applicants will apply. Markers of prestige cost money, and once you have them, you can get away with charging high tuition because of the competitive advantage that your diploma will offer.

Because people believe that expensive diplomas offer competitive advantages, the system sustains itself. I think the bubble would burst if:

  1. Prospective students decided en masse that prestigious degrees did not offer tangible benefits. There is some evidence that the benefits have been exaggerated, and if that news gets out, it could burst the bubble. On the other hand, families obtain non-economic advantages from prestige, like the opportunity to brag that their kids go to Stanford.
  2. All the really smart kids decided that they didn’t care about prestige but only about learning. They would all have to decide this at once, because we learn from smart peers in college. As long as the most competitive applicants chose to attend the most prestigious and expensive schools, that is where the smartest peers –and best discussions, and hardest classes–are.
  3. Lots of competitive applicants decided all at once to go to low-cost schools, in which case the prestige of those institutions would rise but the price of prestige would fall, at least temporarily. It’s hard to see this happening, because applicants can’t coordinate their decisions. Hence the most competitive ones apply to expensive and famous institutions.

Because each of these scenarios seems unlikely, I doubt the bubble will burst. But the costs of college are too high. That creates barriers to attendance and encourages harmful economies, such as exploiting adjuncts. The only way I can think of to cut the actual cost of higher education is to find valid alternatives to the formula stated in italics above. An example would be an elaborate computer-based simulation that was as valuable as time with a professor. That would address the Baumol Effect by bringing productivity gains to higher education.

my blog has moved

After more than eight years at www.peterlevine.ws/mt and more than seven years blogging with the same old version of MovableType software, I am shifting over to WordPress and this new blog homepage: peterlevine.ws. (In 2003, it seemed appropriate to treat a “weblog” as a subsidiary feature on my personal website; now I am making it my homepage.)

If you have followed my blog by bookmarking it or by RSS, please change your settings. (Here is the new RSS feed.) If you follow it by Twitter or Facebook, you need make no changes.

I will leave the old blog archives up for the time being, although they are reproduced in full on the new WordPress blog. After a while, I will make the old blog homepage “redirect” to this one.

Some advantages of the new WordPress blog: a whole new look (I was tired of the old one), integration with Facebook and Twitter, a better commenting system, and a chance to rewrite and redesign all my static pages (like “About” and “Civic Renewal“) that are linked from the main navigation bar.

As always, comments and suggestions are welcome.

why young people don’t vote

This graph (using Census survey data from 2010) presents an interesting contrast:

Reasons Given for Not Voting, 2010

College students are much more likely to cite being out of town or away from home as the reason they didn’t vote. That make sense: they tend to live away. Their peers who are not in college are somewhat more likely to cite a lack of interest or faith in the impact of their vote. They are also more likely to give miscellaneous “other” reasons.

We are aware of the limitations of survey data about reasons for non-voting. Individuals may not know or disclose their own true reasons. And some of the answers are ambiguous. For example, if you say that you were “too busy,” does that mean that you absolutely could not get to the polls or that voting was a relatively low priority for you? (Would motivating you make any difference, or not?)

Still, this graph suggests that the obstacles to voting are quite different for current college students and for their more numerous contemporaries who are not in college.

the ideological position of a pro-democracy campaign

Paul Evans, a democracy advocate in the UK, is intrigued by our Campaign for Stronger Democracy and explores the need for a similar coalition in his country. The British have Liberty, a major lobby for human rights and civil liberties, comparable to the American Civil Liberties Union, but that is not the same as a democracy lobby. Individual civil rights and positive opportunities to participate are mostly complementary, sometimes in tension, but certainly not synonymous. Democracy lacks an effective lobby on both sides of the ocean.

Paul asked his network for feedback and got some critical reactions:

The first one was that [the Campaign for Stronger Democracy] looked like a surrogate campaign for the US brand of left-liberalism. The focus has a clear appeal more to the US left than the right and one suspects that the demands for ‘democracy’ are for a version that wouldn’t have cross-partisan appeal in the US. The second problem my interlocutors suggested was that there aren’t the kind of agreed definitions of democracy in the UK that could make for an effective campaign without being hi-jacked…

Paul responds with a thoughtful list of 17 principles that, he thinks, define the democracy movement, are neutral ideologically, and deserve to be championed by some kind of campaign. Examples include: “Wider participation in policy formation is a good thing–it increases the public stake in collective decision-making.” “Interest groups are good at achieving their aims at the expense of everybody else. These powers must be counterbalanced.” The whole list is worth reading.

In the US, I see an important debate about the relationship between democratic or civic reform, on one hand, and partisanship and ideology, on the other. Some proponents of civic renewal regard it as ideologically neutral and scrupulously nonpartisan, an effort to improve our democratic processes that should be welcomed by well-meaning political activists across the spectrum. For instance, Martín Carcasson and his colleagues see “passionate impartiality” as one of the “Key Aspects of the Deliberative Democracy Movement” (which, while not identical to a civic renewal movement, bears a close resemblance to it).

Others view civic renewal as ideologically centrist, filling a gap between the hostile major political parties and appealing to moderate voters. For example, the Declaration of the No Labels campaign states, “We believe in the vital civil center.”

Yet another group holds that civic renewal is the heir to participatory democracy in the 1960s–the decentralizing and populist impulses of the New Left–and is thus the best strategy to revive the political left, including Greens, democratic socialists, and left-liberals.

A few thinkers have argued that civic renewal is authentically conservative in its embrace of small, voluntary groups and local traditions.

These disagreements are by no means an embarrassment but represent an opportunity. Many different kinds of Americans can find a place in discussions of civic renewal and contribute their own insights. It would be a victory if the major political parties began to incorporate insights from their respective allies who are working on various flavors of civic renewal. We need to have a debate about what “democracy” means and how to promote it, much like the debates we already have about what “prosperity” means and how to attain that. The result will not be consensus but helpful competition.

Within the democracy field itself, we should expect the internal ideological debates to be heated and divisive, because the underlying disagreements are genuine and important. For instance, the Coffee Party split in 2011 when a faction committed to liberal economic and social reforms created Coffee Party Progressives as a left counterforce to the Tea Party. On behalf of the original Coffee Party, Eric Byler responded that, although he welcomed “an energetic, populist left” to participate, his vision was a broader, more ideologically diverse movement that would reduce political polarization. This kind of disagreement is to be expected, possibly even welcomed, but it will not always be pleasant.

For myself, I believe we need to pursue the cause of stronger democracy where it takes us, even if that makes us seem partisan or ideological because one party happens to agree with more of our principles than the other one does. My Ten Point for Civic Renewal plan is not all about neutral processes. I favor controversial policies, from charter schools to campaign finance reform, as means to strengthen citizenship.

On the other hand, speaking for myself, I do not think this is a liberal agenda. It challenges some prevailing elements of modern American liberalism, such as faith in expert-driven, centralized, regulatory solutions. In the field of education, for example, I support lots of local public participation in schools. Smart liberals like Jonathan Chait hold exactly the opposite position. Chait says that local control would strangle reform. “‘Local control’ almost invariably means letting a policy question be dominated by the strongest local economic interest, with no countervailing power. In education, the only real economic interest with skin in the game is the teachers’ union.” I don’t want teachers’ unions to exercise all power, but I see huge untapped potential in community engagement for better schools. To get citizens engaged means empowering them. That is far from a mainstream liberal view; it may even get a better hearing from today’s conservatives.