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James Ceaser is the Harry F. Byrd Professor of Politics at the University of Virginia, director of the Program for Constitutionalism and Democracy, and was a senior fellow at the Hoover Institution. He is the author of several books on American politics and American political thought, including...
How to Build a Better Teacher
Centralized certification v. value-added assessment
The Gender Refs
Federal regulators lock arms with college athletic departments to gut men’s sports in the name of equality
Fraternities on the Rocks
College administrators' political siege on the Greeks
Glimpses of Economic Liberty
Bit by bit, courts are being forced to ponder the laws and licenses that stifle people’s freedom to work. By Clint Bolick.
How Do We Choose Proper Performance Measures for Prisons?
What if Faith-Based Prison Programs Just Attract Better Prisoners?
Free At Last
Black Americans sign up for school choice
Vouchers and Test Scores
What the numbers show
TOUGH CHOICES: Vouchers and the Supreme Court
In the summer of 2002, the Supreme Court will announce its decision on a Cleveland school voucher case that many are calling the most important case on educational opportunities since Brown v. the Board of Education in 1954. In the Cleveland vouchers program, 96 percent of the participating children use government-funded tuition vouchers to attend religious schools. Is such an arrangement constitutional, or does it violate the establishment clause of the First Amendment, which has served as the constitutional basis for the separation of church and state? Just how should the Supreme Court rule, and what effect will its ruling have on the future of vouchers in the United States?
Income Integration at School
Affirmative Action in Higher Education: A Dilemma of Conflicting Principles
As a university president in the 1970s (San Jose State) and then as a researcher and writer, Bunzel's long involvement with affirmative action in higher education has led him to conclude that the troubling issues of race and equality cannot be reduced to the easy categories of "right" versus "wrong." He objects to such moral absolutism (also reflected in California's Proposition 209) because it denies legitimacy to the inevitable complexities and nuances inherent in what he regards as a many-sided problem. Affirmative action in college admissions, he argues, must ultimately be viewed in relation to other competing principles and in light of many practical problems.
In trying to balance different claims and interests within a "theory of limits," Bunzel believes a more useful way to think about affirmative action is in terms of a "social contribution theory of universities." Thus he asks (among other questions), "Is some degree of race consciousness never defensible?" He does not think there is only one morally correct answer. Acknowledging that race has too often been considered excessively and sub rosa, he rejects both of the ideologically pure extremes--namely, that anything that overcomes the disadvantages of race is acceptable and that taking race into account is never appropriate under any circumstances.
Bilingual Education: A Critique
Bilingual education has been a subject of national debate since the 1960s. This essay traces the evolution of that debate from its origin in the Civil Rights Act (1964) and the Bilingual Education Act (1968), which decreed that a child should be instructed in his or her native tongue for a transitional year while she or he learned English but was to transfer to an all-English classroom as fast as possible. These prescriptions were ignored by bilingual enthusiasts; English was neglected, and Spanish language and cultural maintenance became the norm.
Bilingual education was said to be essential for the purposes of gaining a new sense of pride for the Hispanics and to resist Americanization. The Lau v. Nichols (1974) decision stands out as a landmark on the road to bilingual education for those unable to speak English: bilingual education moved away from a transitional year to a multiyear plan to teach children first in their home language, if it was not English, before teaching them in English. This facilitation theory imprisoned Spanish speakers in classrooms where essentially only Spanish was taught, and bilingual education became Spanish cultural maintenance with English limited to thirty minutes a day. The essay discusses the pros and cons of bilingual education.
Criticism of bilingual education has grown as parents and numerous objective analyses have shown it was ineffective, kept students too long in Spanish-only classes, and slowed the learning of English and assimilation into American society. High dropout rates for Latino students, low graduation rates from high schools and colleges have imprisoned Spanish speakers at the bottom of the economic and educational ladder in the United States.
This revolt, the defects of bilingual education, and the changes needed to restore English for the Children are covered in the essay. The implications of Proposition 227 abolishing bilingual education in California are also discussed.
Choice and Federalism: Defining the Federal Role in Education
In Choice and Federalism: Defining the Federal Role in Education, the Koret Task Force on K–12 Education recommends that Washington limit its education role to what it can do best: encouraging states to create level playing fields that expand school options and competit

