The Privilege Walk Of Life

The college admission scandal now consuming our news cycle speaks to the many contradictions that now confuse our discussions about privilege and power in America today. To be shocked that the rich are able to buy their way into opportunities closed to the average person speaks to either an enormous naïveté or ignorance about the power of wealth across the timeline of civilization. Money has always been the lubricant of choice to make life a smooth and untroubled path for the fortunate few, and the wealthy always exert outsized influence on the world around them. To presume otherwise is sheer foolishness, and this is the primary reason why those with money and power are typically obsessed with yet more money and power—it is always nice to be very, very rich.

This scandal also is an object lesson in the importance of social and cultural signifiers in a world where developing your “personal brand” is now far more important than being a thoughtful and decent individual. Given that a degree from one of the most elite colleges in the United States—the ones with the name recognition necessary to improve your coddled child’s personal brand—is now considered a critical life accessory by the fashionable elite of Hollywood stars and corporate heavyweights, it should not be a surprise that a well-paid industry of fixers exists to plow the road to admission. A CEO whose child has to settle for a degree at a state college in East Podunk sees this “failure” an implicit rebuke of the parenting abilities of mommy and daddy, so such a sad state of affairs simply cannot be allowed to exist. Bring before me the “consultants” who will ensure my spoiled scion will succeed and reflect well on me!

However, this scandal perhaps most clearly points out our misunderstandings about privilege—and who actually has it—in America today.

Several years ago a former colleague related to me the dismal failure of the “privilege walk” she had her students complete. For those who are unfamiliar with this activity, it requires individuals to stand in a line and then take steps forward or backward based on “privileges” granted them by society. Below is a list of these privileges and deficits (you might want to grab a cup of coffee first), courtesy of Pennsylvania State University:

  • ​If your ancestors were forced to come to the USA not by choice, take one step back.
  • If your primary ethnic identity is “American,” take one step forward.
  • If you were ever called names because of your race, class, ethnicity, gender, or sexual orientation, take one step back.
  • If there were people who worked for your family as servants, gardeners, nannies, etc. take one step forward.
  • ​If you were ever ashamed or embarrassed of your clothes, house, car, etc. take one step back.
  • If one or both of your parents were “white collar” professionals: doctors, lawyers, etc. take one step forward.
  • If you were raised in an area where there was prostitution, drug activity, etc., take one step back.
  • If you ever tried to change your appearance, mannerisms, or behavior to avoid being judged or ridiculed, take one step back.
  • If you studied the culture of your ancestors in elementary school, take one step forward.
  • If you went to school speaking a language other than English, take one step back.
  • If there were more than 50 books in your house when you grew up, take one step forward.
  • If you ever had to skip a meal or were hungry because there was not enough money to buy food when you were growing up, take one step back.
  • If you were taken to art galleries or plays by your parents, take one step forward
  • ​If one of your parents was unemployed or laid off, not by choice, take one step back.
  • If you have health insurance take one step forward.
  • If you attended private school or summer camp, take one step forward.
  • If your family ever had to move because they could not afford the rent, take one step back.
  • If you were told that you were beautiful, smart and capable by your parents, take one step forward.
  • If you were ever discouraged from academics or jobs because of race, class, ethnicity, gender or sexual orientation, take one step back
  • ​If you were encouraged to attend college by your parents, take one step forward.
  • If you have a disability take one step backward.
  • If you were raised in a single parent household, take one step back.
  • If your family owned the house where you grew up, take one step forward.
  • If you saw members of your race, ethnic group, gender or sexual orientation portrayed on television in degrading roles, take one step back.
  • If you own a car take one step forward.
  • If you were ever offered a good job because of your association with a friend or family member, take one step forward.
  • If you were ever denied employment because of your race, ethnicity, gender or sexual orientation, take one step back.
  • If you were paid less, treated less fairly because of race, ethnicity, gender or sexual orientation, take one step back.
  • If you were ever accused of cheating or lying because of your race, ethnicity, gender, or sexual orientation, take one step back.
  • If you ever inherited money or property, take one step forward.
  • If you had to rely primarily on public transportation, take one step back.
  • If you attended private school at any point in your life take one step forward.
  • If you were ever stopped or questioned by the police because of your race, ethnicity, gender or sexual orientation, take one step back.
  • If you were ever afraid of violence because of your race, ethnicity, gender or sexual orientation, take one step back.
  • If your parents own their own business take one step forward.
  • If you were generally able to avoid places that were dangerous, take one step forward.
  • If you were ever uncomfortable about a joke related to your race, ethnicity, gender or sexual orientation but felt unsafe to confront the situation, take one step back.
  • ​If you use a TDD Phone system take one step backward.
  • If you were ever the victim of violence related to your race, ethnicity, gender or sexual orientation, take one step back.
  • Imagine you are in a relationship, if you can get married in the State of ___ take one step forward
  • If your parents did not grow up in the United States, take one step back.
  • If your parents attended college take one step forward.
  • If your parents told you that you could be anything you wanted to be, take one step forward.
  • If you are able to take a step forward or backward take two steps forward.

Quite a long list, to say the least….

Apparently some of my former colleague’s students vociferously and angrily objected to many of the items on this list (or one similar to it) because they felt these simply reflected wise or responsible life choices made by themselves or their parents and grandparents rather than some inherited “privilege” that is presumed to be unearned and unfair. Of course, those who believe in the veracity of this exercise would assert such an annoyed or disbelieving reaction is proof of an inborn sense of entitlement that is the result of privilege, so a discussion of the individual items on the list might be considered by some to be beside the point. However, there does seem to be cause for reasonable questions about the benefit of this exercise and the purpose of some of the items used. For example, a reliance on public transportation is perhaps more indicative of whether you live in a city rather than the sometimes dubious privilege of individual car ownership.

There are, of course, items on this list that perhaps reflect a tougher road ahead for some because they touch upon issues of discrimination or disability that obviously speak to challenges that no one wants to face, but the overall problem with the exercise might be that it focuses on “micro” rather than “macro” issues that affect success and failure—and some important problems are curiously omitted.

It is surprising that being a victim of sexual abuse or violence is not included—only the threat is mentioned in this list—but it could be the case that the authors wanted to avoid prompting any uncomfortable self-disclosures in a classroom setting. However, it is well known that victims of sexual assaults, which sometimes sadly begin in childhood, are at far greater risk of depression, low self-esteem, drug and alcohol abuse and suicidal ideation or attempts that add up to a far greater loss of “privilege” than whether your parents rented instead of owned your home as a child. Moreover, it is surprising that no direct mention is made of household income as a child. Although some items, such as summer camp attendance or household servants, might function as effective proxies for family wealth, there are still too many individual variables—maybe your summer camp was, for example, designated specifically for low-income children—to make a completely reliable connection.

What this type of list also fails to recognize is that privilege is often a more multifaceted conundrum. Sheer physical attractiveness or athletic skill opens a great many doors for a great many people—and to refuse to acknowledge this seems shortsighted. In addition, basic intelligence—or the lack thereof—is a significant precursor of both academic and career success. Moreover, the implication that a multi-lingual upbringing presents an all-but-certain life deficit also seems unsupportable when applied across a broad population. What about those who leverage their foreign language skills into well-paid positions in business?

However, one item does seem to me to be highly predictive of the type of privilege that many find both frustrating and disheartening: “If you were ever offered a good job because of your association with a friend or family member, take one step forward.”

Moving back to the college admission scandal now in the news, the mastermind of this scam did not have a billboard up on the highway offering to help bribe Ivy League team coaches or assist students with cheating on their SAT tests—wealthy parents learned about this “service” through word of mouth networks comprised of other wealthy friends and family. As with a great deal of what has passed for “privilege” since the dawn of civilization, most life advantage accrues through personal connections who provide inside information: the stock tip, the job opening that has not been advertised, the great deal on an expensive purchase, the zoning change that is suddenly going to increase the value of a piece of property. These conversations that are leveraged into more money, power, and influence are impossible to track—and unavailable to all but the most privileged few. As a result, the highest circles of power in most societies tend to be both self-perpetuating and supremely exclusionary. Prejudices and poverty obviously impact many lives, but our understanding of privilege tends to be both overly preoccupied with labeling and oblivious to the fact that some realities have more weight than others when it comes the exercise of privilege.

These privilege walks might be an interesting activity that provides fodder for the kinds of heartfelt and clueless conversations that fill many college classrooms today, but they also demonstrate a gigantic blind spot regarding our understanding of how power, privilege, and elites actually operate. Our preoccupation with labeling one person as privileged—and another as not—tends to reinforce simplistic explanations for individual success and failure that fail to account for the many complexities of life and grotesquely understate the enormous influence of family wealth in terms of providing access to information and opportunities that are not available to the average person.

We do still, thankfully, live in a nation that generally rewards hard work and personal initiative, although government enabled—or mandated—mediocrity is a real and growing problem. Moreover, we have to recognize that laws and regulations that are written to allow the elites to invisibly and effortlessly skim money from the economy ultimately turn the American Dream into a a cruel joke for those not born with a silver spoon in their mouths.

As long as government officials continue to trade campaign contributions for one-sided and destructive legislation that is designed to pit the poor against the slightly less poor, the lives of many Americans will continue to consist of catching the crumbs that drop from the tables of the rich and powerful. We don’t need a privilege walk; we need a People’s March against the fixers and insiders who devote their lucrative careers to robbing the many to enrich the few. That would be far more useful than expending our time and energy parsing degrees of victimhood or fighting with one another over matters that are ultimately of little or no importance to the futures of our children, families, communities, or country.

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Is Free College Really The Best Idea?

One of the pillars of Democratic Party orthodoxy today is the push for free college for all.  At the state level, one of the most ambitious programs is to be found in New York, where the Excelsior Scholarship program has rendered tuition-free both 2 and 4 year public colleges throughout the state for students whose family income is under $125,000 per year.  Approximately 17 states now offer some form of free college to their residents, and it seems likely that more states will develop these sorts of programs in the years ahead.

These free college programs are not, of course, without their critics.

Many have pointed out that these programs many times actually function as a massive subsidy offered to middle class families that previously did not qualify for income-based scholarships; poor students have long paid nominalor zerotuition costs due to existing federal and state aid programs targeted to low-income students and their families.  Moreover, these free college programs are typically available only to those who attend full-time, which locks out those who need to work while attending school in order to cover their daily living expenses.  Although the college tuition might be free, students still need food in their stomachs, clothes on their backs, and a roof over their heads, which may greatly restrict the use of many these free college programs.

In addition, freeis a deceptive term to use because these programs are certainly not free for taxpayers.  The New York State program, although much more limited in actual scope than advertised because of the many restrictions attached, still carries a price tag of $87 million this year alonewith costs estimated to rise to at least $163 million annually when fully implemented.

However, the fundamental problem with free college is simple and direct: Access does not equal success.  The scandalous and continuing national crisis of inadequate college preparedness at the K-12 levelwhich decades of incredibly expensive education reformhas yet to addresstranslates into a great many students starting college but failing to complete.  

How widespread is this problem?  Tennessee has for many years offered free tuition to the states community colleges at a taxpayer cost of only $45 million annuallykeeping the outlay lower by covering only that portion of tuition not already picked up by federal Pell Grants.  

However, although the costs might be relatively low for Tennessees taxpayers, there is still ample reason to question whether this is a wise investment of state funds.  Data shows that during the 2016-2017 school year nearly half of the states high school graduates required remedial coursework during their first year of collegeand nearly half had dropped out after two years.  No matter how much educators might want to try to talk their way around it by desperately pointing to other factors that sometimes affect college completion, it is plain that the promised economic and individual benefits of free college are colliding headlong with the disappointing academic preparation that is the daily reality of Americas public schools.

Therefore, looking at the soaring promises of the politicians and educators who advocate putting taxpayers even further on the hook for the costs of free college, a reasonable person might be prompted to ask if the reality is somewhat different from the rhetoricand whether the estimated $70 billion needed to fund the College For Allplans supported by many Democrats is a good use of scarce tax dollars when our national debt now tops $22 trillion.

The many well-meaning promises attached to college that is freestill will be hampered by the vast number of American high school graduates who are academically unprepared to succeed in collegefree or otherwise.  If we want these taxpayer dollars to have the impact we hope that they will, we need to be smart enoughand brave enoughto ask whether college for allactually means failure for many.  Rather than asking taxpayers to pay for college students to again try to learn material that should have been mastered in high school, perhaps a more impactful program would tie taxpayer support to documented student academic preparedness for college-level coursework.

However annoying this discussion might be for those politicians who are anxious to create yet another endlessly expensive entitlement funded by already beleaguered taxpayers, it seems sensible to ask a few difficult questions now about this hazy dream in order to prevent a great deal of money from being pointlessly wasted in the years ahead.

Higher education is important, and we now knowall too wellthat our burdensome and outrageous student loan programs have been an unmitigated disaster that has both enabled obscene increases in college costs and created a gigantic debtor class of Americans whose financial futures are terribly hobbled.  Perhaps it could be persuasively argued that any college experience is beneficial, so free college would be a worthwhile taxpayer expenseregardless of the outcomes.  This is a viewpoint deserving of careful considerationas is the idea that money spent on education can never truly be wastedin the manner that other tax dollars often are.

Nonetheless, it might be worth stopping and thinking before we rush to pay for many students to make a pit stop on a college campusonly to later leave with little learning and no credential.  College is a great experience for many, but it may be the case that we still have thinking to do about how we pay for itand whether freeis the best path forward.  Perhaps some combination of grants and merit-based scholarships will be the mix that provides the magic.  Before any further decisions are made to create a new line in the federal financial ledger, we need to carefully study the long-term experiences of state-level programsparticularly regarding the impacts on student success.

However, whatever direction we ultimately take from here, we also need to give immediate consideration to the question of how we can relieve the frightening burden of the student loans that are now ruining the lives of many.  We cannot continue to ask so many to pay for a grievous past error in government policy that became a trap for so many Americans and their families, and I believe this is the step we must first take before we decide how to help those who will attend college in the future.

A Modest Proposal For Our Public Schools

We live in the age of “big ideas” regarding how we can improve K-12 education in America.

We need personalized learning. Flipped classrooms would help. Teachers and students need to practice mindfulness. We could use more classroom technology—or perhaps less. No child will be left behind. Every student will succeed. I anxiously await the Lake Woebegone Education Act of 2035, which will mandate that every child be certifiably above average.

Let’s face the hard truth right here and now: All these many, many decades of reforms later, real and lasting improvements in K-12 academic outcomes are hard to find, and much of the available evidence points to further systemic declines.

Standardized tests continue to show that huge numbers of students are failing to learn, but apparently we should pay no attention to these test scores because they are nothing but a “snapshot” that fails to capture the “whole child”. As a result, hordes of high school graduates will continue to enroll in college each year—yet be wholly unprepared for college work—and flunk out after a semester or two. This is, however, not a reflection of the work being done (or not being done) at your local public schools. These danged kids must be partying too much.

Local news media—which pretty much operate as transcription services these days—will continue to report that their public schools are doing a fine job because these local television stations and newspapers really have no alternative but to do so. To report honestly about deficient academic measures and outcomes runs the risk of angering homeowners who are worried about their property values and contractors who are equally worried that the latest school construction bond might not pass and hence screw them out of lovely, fat paychecks. Any national or governmental data on broader problems with our country’s public schools do not, of course, apply to the schools in your own community, which the local news media have assured you are doing an excellent job preparing your children for successful futures. The circular logic of it all is a wonder to behold.

However, if a child is willing to sit in a classroom—or anywhere inside the building—so that your local district can collect their daily apportionment of state tax dollars, all will be well. If a student doesn’t like to write, that child can complete an “alternative” assignment—draw something, perhaps? If a child flunks a test, there is no need for worry—the school will likely allow unlimited test retakes. Hate to take notes or study? A student need have no concerns about that—count on a “study guide” the day before the quiz that contains all the answers. If nothing else works, your child can always enroll in a “credit recovery” course where, after watching a few movies and jotting down some random thoughts, full course credit will be expeditiously granted.

There are, of course, still public schools where some standards are maintained—and more and more charter schools are opening to provide alternatives for frustrated parents and students—but the daily reality for many children and adolescents throughout the length and breadth of our nation is maximum busywork and minimum learning. These problems later wash up on the doorsteps of our nation’s beleaguered community colleges, which are expected to somehow remediate 13 empty years of schooling within the span of a single semester.

I have suggestion so radical that to speak it out loud almost tempts a bolt of lightning to strike: Start flunking students who cannot perform to a minimal level of competence, which should translate into skills that would give that student a 50/50 chance of earning a C in a first year college course.

This does not seem an unreasonably high standard to set, and it would both bring some much-needed rigor back into our nation’s public schools and provide some reward for hard work. Our current system of striving to pass any student who can fog a mirror has turned much of our core coursework into a joke and has convinced everyone—students and teachers alike—that caring about learning is a waste of time.

Our unrealistically high graduation rates would obviously dip were we to adopt this standard throughout our nation’s schools, but those who thereafter received a diploma would at least have some assurance they possessed a good portion of the skills necessary to succeed in college or job training—and would not be condemned to a life of nothing other than the most minimally skilled jobs.

As odd as it might be to say this to those many Americans who are unaware of the diploma mills that so many of our public schools have become, implementing and sticking to this standard would entail a shock to the system akin to violent revolution. Rather than just pencil-whipping students through the grades, it would involve actual teaching, assessment, learning, and the many stresses of hard and sustained work—with no guarantee of success—that were once common in our nation’s public schools. Those teachers and administrators who cannot adjust to this new reality would need to be pushed aside, the happy nonsense that consumes so much of the average school day would need to be discarded, and both students and parents would need to face up to the fact that failure is sometimes a necessary stop on the path to actual learning.

Our other option is, of course, to continue to chase every educational fad that comes along, make excuses, and keep right on cheating many, many eighteen year olds of their futures while giving them nothing but an utterly false sense of their own competencies. A renewed commitment to teaching and learning seems an obvious choice to make, but one should never underestimate the corrosive powers of the inertia, laziness, petty politics, and bureaucratic timidity that are the hallmarks of American public education today.

Would Emergency Micro-Grants Help More Community College Students Succeed?

“Persistence” is a buzzword most educators at community colleges hear a great deal. We know too many students enter classes in the fall and—often before even the full academic year has passed—are gone from campus. Not surprisingly, a great deal of thought goes into what can be done to help students—especially the many who are older and re-entering the classroom or the first in their family to attend college—to complete their classes and secure a degree. There are a variety of ways to massage and tweak the data on degree attainment, but widely reported national percentages for completion tend to land in the low twenties. Obviously, everyone who works with community college students wants to do much, much better than this.

A great many good and helpful programs have already been implemented, and most boil down to providing more cocoon-like and intrusive advisory or educational interventions. Whether we are talking about mandated tutoring, individualized study tools, academic coaching, or even wake up calls to encourage students out of bed in the morning, most initiatives are some variation on the theme of hand holding. Truthfully, some students who lack confidence or independent life skills need exactly this because that which would seem obvious to many—attend classes regularly, complete the required readings, ask questions in class, and take careful notes—might not be so for students who attended academically deficient public schools or have no college-educated family members or close friends to act as mentors or role models.

It is also, of course, often the case that a simple lack of college-level skills in reading, writing, and math places many students into remedial coursework where they struggle to catch up. This is a continuing and largely avoidable tragedy that speaks to our national failure to provide every child with the opportunity for a quality education. The grievous dropout rate at our nation’s community colleges will continue to be inflated by inadequate public schools as long as we insist on handing high school diplomas to the equivalent of functional illiterates.

There is, however, another category of community college dropout whose problems I believe bear closer examination: those who are adequately prepared, motivated to succeed, but are dragged down by relatively minor financial circumstances beyond their control.

I am thinking of the single mother who has an unexpected expense and cannot pay her daycare provider at the moment. Unable to attend class for a week or more, she falls behind and grows frustrated. Upon her return, even though she has tried to work on her own and emailed her instructors for help, she needs to work much harder than her classmates to catch up—if she ever does.

I am thinking of the young man who has car problems and lives beyond the range where public transportation is possible. He misses classes while scrambling for a way to pay for the repair that will allow him to return to class. He emails his instructors, he knows what he is missing in class, and by the time he finally finds a relative or friend who can help pay for the necessary repair or provide transportation, the possibility of a successful semester is already slipping away.

I am thinking of the young woman who has a part-time hourly job in retail to help cover her living expenses while she is in school. Unfortunately, she falls seriously ill and misses over a week of school and work. There is no issue with her school absences beyond the assignments she needs to catch up on because she was medically excused from class, but the missed hours at work are a tremendous problem regarding her budget—so she takes on additional shifts when she is barely back on her feet to help cover her rent and food. As a result, she loses time to study and to fully recover from her illness, which has the inevitable negative impact on her wellbeing, classwork, and grades.

The three examples I have sketched from my experiences with my own community college students have a common theme: a minor financial setback becomes an academic catastrophe.

In all of these cases and many others like them, the amount of money necessary to keep these students in their classes and on track to graduate was shockingly modest—perhaps a couple of hundred dollars could have saved their semesters and helped them to succeed in school. The question I have when I see adequately prepared and motivated students fall by the wayside due to a financial glitch that is relatively minor and utterly beyond their control is this: Should community colleges “invest” a bit of money in these students today to help them to graduate tomorrow?

Compared to the staff, facility, travel, and advertising expenses associated with continuing to recruit new students to replace those who are lost—but might have been saved at the cost of a few hundred dollars at a critical juncture in their educational lives—there might be a very good dollars and cents argument to be made here. Moreover, the availability of this sort of emergency grant—some portion of which could be tailored to assist students who fit a particularly high-risk profile—could also draw more students into reaching out for other help offered by the college rather than just disappearing. If $200 for a new starter motor for a car today is going to help a student walk across the stage and collect an Associate degree a few years in the future, I cannot but believe this is a worthy—and worthwhile—expense.

I well understand the reasons community colleges will be wary of setting up programs to make emergency micro-grants. Community college trustees and state administrators would be understandably fearful of the negative publicity and investigations that would certainly result from this type of initiative were it to be poorly managed. No one wants to open the newspaper and read about sneaky students with sob stories scamming their local community college for weed money.

However, appropriate guidelines and management controls could certainly be developed by community colleges that would greatly minimize—although admittedly not eliminate entirely—the possibilities for abuse and misuse of the funds set aside for this purpose. Any such program should certainly start small and scale up as experience working with students provides the feedback necessary to fine-tune the process of disbursing funds, but it must not fall into bureaucratic deadlock if it is to be truly helpful to students facing a short-term financial crisis.

Although no reasonable person is going to suggest simply handing out cash from a shoebox in the Dean’s office, a program of this type will be effective if—and only if—funds can be provided within a business day. The more time that passes between the articulation of the financial emergency and its resolution, the fewer students who actually will be helped.

Is this idea worth a shot? That would be up to an individual community college to decide. However, it might be worth asking what is currently being spent on all programs at that college connected to student recruitment and retention, gather those figures, do some rough calculations, and ask whether a $250 grant that has, for the sake of argument, a 50/50 chance of keeping a student in school is a bargain when balanced against all the other expenses on the other side of the ledger.

I offer this idea for consideration because I believe we need to challenge ourselves to think outside the box to find solutions that will better serve our students—including those who are motivated but lack, for a variety of reasons, the economic safety net other students might possess. Given the well-documented crisis of non-completion at our nation’s community colleges, perhaps it is time for some innovative initiatives that are based upon the real world challenges that so many of our economically vulnerable students actually face. If we do not stretch beyond the tried and true (but perhaps not entirely effective) solutions of the past, we risk losing more and more students of modest means—but big dreams—who are trying to use community college as a stepping stone to a better life.

A version of this article was also published on Education Post (educationpost.org) entitled “Too Many Students Drop Out of Community Colleges. Here’s How We Fix It.” on January 19, 2018.

Change Can Be Painful

I have been mulling over the concerning level of distress that now seems to infect so many of our personal and national conversations. Donald Trump is, to be certain, at the root of some of this because he refuses—or is simply unable—to finesse much of anything. President Trump finds the rawest possible nerve to rub at the most inopportune possible time—and keeps right on rubbing it no matter how loud the howls. I will agree with those who argue that he is an irritant; this is not much of a mystery.

It is, however, just as true that a great many problems we have tried desperately to ignore for decades are now impossible to avoid—and Donald Trump is many times simply the blunt instrument for our reckoning with unpleasant realities.

We are enslaved by public and private debt, the cost of medical care is outrageous, our public schools are failing many children, higher education is amazingly costly and often captive to ideological battles, homelessness and hunger haunt many, families and communities are fragmented, and there is a fairly pervasive sense that our governmental structures have devolved into self-serving parasites that pay little attention to the needs of those whom they claim to serve. All of this frustration and rage erupted last November, and our nation opted for chemotherapy over continued palliative care—hence at least some of the pain we are today experiencing. Aggressive treatment of our maladies is a shock to a system long accustomed to soothing platitudes and bland reassurance.

Now we have steep tax cuts and pointed discussions about reducing our expansive—and expensive—government structures. Tough questions are being asked about how to remake our healthcare and health insurance systems to reduce cost. Charter schools and school choice plans are corroding the public education monopoly. Higher education is suddenly having to justify both its mission and its stupendous cost. Public aid programs of all types are asking for much more responsibility from recipients. Zoning and tax policies that artificially inflate housing costs are under attack. People are pushing back against experts and policy makers who promote punitive and half-baked ideas regarding what is best for us.

As for government and government officials, they are disliked, distrusted, and disrespected by the vast majority of Americans—many of whom are now approaching a state approximating open rebellion. This is not surprising because our long national experiment with expanding government to provide endless freebies fueled by reckless borrowing has now crashed into the inevitable arithmetic of profligacy—eventually you run out of money. Avoiding real-life financial decisions by charging the spiraling costs of government programs rife with waste and inefficiency to future generations of taxpayers—who are now stuck with the tab—was loads of fun for elected officials who could keep handing out goodies without the political inconvenience of raising taxes to pay for them, but the incredibly large check for that stupendous party has now been dropped in our laps. Tough and divisive discussions are certainly ahead.

There is, in addition, a certain degree of anger generated by the very act of finally facing up to our problems. I find a good many of our recent hot-button debates concerning education, immigration, economic policy, and national defense seem animated by intense frustration over being forced to make hard decisions rather than being allowed to obliviously cling to questionable narratives and notions—heedless of cost or consequence.

After decade upon decade of waiting for improvements in hidebound public schools, parents are now demanding alternatives for their children. After abdicating control of our borders and endlessly extending the stays of those offered “temporary” refuge in America, enacting reasonable and long overdue immigration policy changes is a shock for a great many. Shrinking government and unshackling businesses from inane regulations seems very frightening to those who have grown comfortable with stultifying statist ideologies. Pushing back against terrorist groups and rogue states has terrified those who have forever counseled appeasement. At every turn, definitive and firm action has raised the hackles of those invested in bureaucratic inertia and willful ignorance.

It is clearly painful for some to have to abandon the familiar failures and pursue a new path. However, watching new charter schools succeed where others had failed, immigration laws and procedures being thoroughly debated and—President Trump’s alleged comments about “sh*thole countries” notwithstanding—vastly improved, business activity rising and unemployment shrinking while the stock market booms, and ISIS crushed at the same time North Korea is finally being forced to the bargaining table, it is increasingly difficult not to recognize that the time for a clean break with the failed ideologies of the past is right now. Bewailing successes that conflict with stale orthodoxy seems sillier by the day, and if we can stop imagining crises and instead work cooperatively to implement yet more fresh creative thinking regarding the issues facing our nation, we can likely achieve wonders.

Abandoning shibboleths is scary, adopting unfamiliar ideas is stressful, and accepting the necessity for change is upsetting. Nonetheless, we need to step out of our comfort zones and recognize that which is familiar may not be either helpful or good, and all the protests and complaints will not diminish the need for a thorough re-evaluation of ideas and philosophies that many have held dear for a very long time. We might not always be pleased—or even comfortable—with the decisions that are made as a result, but many times we—as a nation—will be better off.