I have an honest question for the conservatives here; Where are we on isolationism? How do you guys feel about bringing jobs back, either through tarriffs on imports or on making laws to prohibit outsourcing, or any other means?
Isolationism would encourage same by other nations.
Our nation should, instead, encourage and incentivize individuals entering fields that keep the USA in the lead, globally.
First and foremost is education.
All efforts and initiatives aimed at 'equity' or 'social justice' should be shelved in the interests of achievement and performance. BTW, it is this area that President Obama is preforming best, far surpassing any other foreign or domestic policies.
Am I reading too much into your post, or are you unaware that the United States of America is the number one exporter in the world, far outstripping number two?
1. The US is the 3rd largest exporter of goods (8.3%) , after Germany ( 9.5) and China (8.7)
2. The US is the largest exporter of services (13.9 %) followed by UK (8.3) and Germany ( 6.6)
3. Taken as a total of goods and services, the US is more than twice as prolific as the next nearest nation.
http://ita.doc.gov/td/industry/otea/US_Trade_Overview.pdf
And, of course, welcome to the board.
PC, can you expound on that part which is bolded?
You know that you are putting me in danger of being (correctly) scolded by CG, but ...
1. The goals of educators in the 1960's-1970's moved outside of educational achievement to an extension of new rights and services to groups that laid ever greater claims on K-12 education.
a. ‘Attainment:’ getting more special-needs kids access to more school services, seeing more minority youngsters enroll in college, arranging for more black students to attend the same schools as white students, etc: expecting schools to solve every societal problem.
b. The Education for All Handicapped Children Act (1975) giving all disabled youngsters the federally assured right to a ‘free public education’ in the ‘least restrictive environment,’ inaugurating the age of ‘special education.’
c. The Individuals With Disabilities Education Act brought new rules and regulations, as well as the temptation to classify as ‘disabled’ millions of children who might have been better served by more adroit teaching or stronger discipline.
d. Even as he signed the IDEA, President Ford said “This bill promises more than the federal government can deliver, and its good intentions could be thwarted by the many unwise provisions it contains.”
2. Evidence began mounting of weak achievement as the priority became the quest for ‘equity.’ Legislatures began to enact “minimum competency” requirements in the mid-70’s. The minimum competency testing was viewed with alarm by teachers, who claimed that a failing student would not be taught by a test, and that teacher judgment over instructional matters was crucial. But between ’75 and ’78, more than 30 states enacted MCT mandates.
3. The Bilingual Education Act dates to 1968, but after 1970 the HEW Office of Civil Rights decided that “discrimination against children deficient in English language skills violated Title VI of the Civil Rights Act.(Diane Ravitch, “The Troubled Crusade: American Education, 1945-1980, p. 273) But it never ends there: eventually, Washington regulations reversed the entire initiative, and mandated ‘continuing education in their native language.’ So much for a century-old core duty of public education to transform immigrants into English-fluent Americans.
a. And, speaking of court actions that reversed court actions, the 1978 Bakke Decision stated that race could play a role in college admission decisions. So much for the Brown Decision which mandated ‘color blindness.’
b. And more? While the kind of racial segregation that existed prior to ’72 was essentially gone, the Swann Decision (1971) decided on a new standard, any ‘racial imbalance,’ and imposed forced busing in North Carolina. In 1973, the Keyes Decision in Denver extended forced busing to the entire country.
c. Forced busing resulted in large part in ‘white flight,’ and greater segregation than before! Although Earl Warren, in Brown, had noted that segregation in Boston schools had ended in 1855, the infamous Garrity forced busing decision took Boston from 35% minority to 86% minority, and half the size it was in 1970.
d. Another unintended consequence of court action and minority domination of urban school systems, friction between employees of the systems and the new management and student body, often demanding and disrespectful, increased the desire for unionization, offering sanctuary and solidarity.
4. The Nixon and Ford administrations offered little resistance to the perceived need for ‘equity’ by more and more groups, seeking redress for real or imagined injustices. The Democratic Party tied its aspirations tied to those of minorities, women and teacher-union causes. And they commanded the House, and a majority of the Senate the entire time.
a. In 1970, Congress added a billion dollars to the Labor-HEW appropriation bill; Nixon vetoed it, but Congress overrode it. It was the first time any President vetoed the education appropriation.
b. Education acts were all reauthorized, usually with more programs, more mandates and more federal money. And more harder-to-keep promises that schools would solve societyÂ’s problems.
c. In 1977, Jimmy Carter won the Presidency with the National Education AssociationÂ’s first-ever presidential endorsement.
5. With the Democrats regularly overriding Republican vetoes, the education story was that Democrats were more generous to poor kids. But is that the real story?
a. The James S. Coleman 737-page report, with more than 150,000 students in the sample, on the effects of inputs on educational outcomes said the following: ‘inputs’ had relatively little bearing on school results- and that pupil achievement depended more on race, income, social class, family background, and peer group! School funding has little effect on student achievement. Another controversial finding of the Coleman Report was that, on average, black schools were funded on a nearly equal basis by the 1960s.
b. Based on the Coleman Report, Nixon attempted to change the focus from how much was being spent on education, to the outcomes of the spending. This conceptual shift put the emphasis on results, standards and productivity. But the next two decades saw very little desire on the part of politicians to move in this direction: election victories via the ‘equity agenda’ were more important.
c. In his Presidential message of 1970, President Nixon focused on higher education, with a plan to widen federal grant and loan aid for low-income college students, which emerged two years later a Basic Educational Opportunity Grants, now called Pell Grants.
For a much better explanation of the changes and school reform, see "Troublemaker," by Chester E. Finn, Jr.
Based on the Coleman report, emphasis shifted from a fixation on equity and services to student achievement and school performance. It took several decades to reach the policy mainstream, but now we are finally beginning to see better teacher training, stricter graduation requirements, minimum competency tests, and- just this week, NYC using students' grades as a basis to judge whether teachers get tenure.