See Thru Edu is a project of the Texas Public Policy Foundation

Thomas K. Lindsay, Ph.D., Editor in Chief and Director, Center for Higher Education, Texas Public Policy Foundation

They Came, They Saw, They Flunked

The College Board has released the SAT scores for the class of 2012. In a world of rapid change, it is reassuring to know that some things remain the same. The percentage of test takers who achieved the SAT College and Career Readiness Benchmark was 43%, the same as last year. In American education any […]

Bias in Higher Education

By Diane Durbin As an educational institution, college is supposed to be a place for learning and sharing ideas. Unfortunately, universities have increasingly become bastions of liberal thought, often times alienating students with more conservative points of view. Whether the class is political science or the history of music, the classroom is not the appropriate […]

Common Core: Dumbing Down “College-Ready” Students

Richard Schramm, of the National Humanities Center, had one of a long string of pro- Common Core pieces appearing recently.  I have been noticing a lot of these, especially by those in institutions that receive public funding or are supported by the Gates Foundation. I was skeptical of Common Core’s supposed “rigor” since the get-go.  […]

Rights, Duties, and the Vocation of Professor

Even when faculty accept the distinction between training for a profession and education for citizenship, conflicts arise between their role as teachers and their rights as citizens. Some teachers use class time to advocate partisan political positions. I disapprove, but understand they believe the right to free speech guaranteed under the US Constitution‘s First Amendment […]

The Academic Double Standard on Bush and Obama

In the current issue of the Claremont Review of Books John Yoo recounts the “embarrassingly biased statements [about George W. Bush] from some of the leading lights” of the history profession as he reviews Stephen F. Knott’s Rush to Judgment: George W. Bush, the War on Terror, and His Critics.  Eric Foner, Joseph Ellis, Douglas […]

Educating the Educators—About How to Read

Recently, Binks-Cantrell, Washburn, Joshi, and Hougen (2012) expanded the study of teacher knowledge of basic language constructs to a new population of teachers – university instructors.  Their hypothesis was that one of the reasons many of our pre-service and in-service teachers lack the knowledge of reading constructs is because they are not receiving adequate preparation […]

Lowering College Costs on the Margin

In an earlier blog post, I argued that the fundamental solution to the college cost problem is in the hands of students and families. They are the ones who keep saying yes to ever higher tuition and fees. They are the ones who eschew modest accommodations in favor of schools with ostentatious dormitories. They are […]

Illiteracy and Teacher Preparation

Research tells us that about 40% of children will struggle with learning how to read and continue to struggle with reading throughout their lives if they never receive direct, explicit, and systematic instruction in the foundational basic language constructs of reading – including phonemic awareness, phonics, fluency, vocabulary, and comprehension (National Reading Panel, 2000), as […]

Sociology and Insight into the Liberal Mind

It’s rare to find a conservative sociologist (odds are about one in thirty), but it’s even rarer to have one addressing a group like the Madison Forum in Georgia, a group named after the father of the Constitution.  As I argue in the Fall issue of Academic Questions, conservative professors need to leave their ivory […]

Training vs. Education

In 1644 John Milton sketched the curriculum of an academy for students aged twelve to twenty-one. “This place should be both school and university.” His target was educational reformer John Amos Comenius, who advocated (in modern terms) a child-centered education that aimed at preparing students for a profession. Milton’s proposal was for (again in modern […]