1. Jo Craven McGinty in the WSJ:
Decades after the end of legalized segregation, and the funding disparities that accompanied it, minority students remain disproportionately concentrated in high-poverty areas. Academically, they trail students in more affluent areas, and they fall increasingly behind as the years pass. The result is an achievement gap that limits the educational and career opportunities of nonwhite children.
She refers to a study by Sean F. Reardon and others. The abstract reads
In this paper we estimate the effects of current-day school segregation on racial achievement gaps. We use 8 years of data from all public school districts in the U.S. We find that racial school segregation is strongly associated with the magnitude of achievement gaps in 3rd grade, and with the rate at which gaps grow from third to eighth grade. The association of racial segregation with achievement gaps is completely accounted for by racial differences in school poverty: racial segregation appears to be harmful because it concentrates minority students in high-poverty schools, which are, on average, less effective than lower-poverty schools. Finally, we conduct exploratory analyses to examine potential mechanisms through which differential enrollment in high-poverty schools leads to inequality. We find that the effects of school poverty do not appear to be explained by differences in the set of measurable teacher or school characteristics available to us.
The last sentence appears to support the Null Hypothesis. But the study and McGinty’s interpretation clearly assume that placing a child in a high-poverty school will worsen that child’s educational outcome. One possibility is that peer effects are strong, as the late Judith Rich Harris claimed. Another possibility, more consistent with the Null Hypothesis, is that the relationship between neighborhood poverty and school outcomes is not causal.
McGinty cites a paper by Raj Chetty and others that finds that moving to a different school affects educational outcomes. If these results are causal, then this would be evidence against the Null Hypothesis. But I am not convinced that moving to a different school district is unrelated to the characteristics of the parents and hence of the children.
During Word War II, only 4 percent of some 18 million draftees were illiterate. Despite (or because?) of massive expenditures on education over the subsequent two decades, 27 percent of the Vietnam war’s draftees were judged functionally illiterate. Between 1955 and 1991, the inflation-adjusted average K-12 per-pupil expenditure in America rose 350 percent. In 1972, 2,817 students scored 750 or better on each half of the SAT. By 1994, only 1,438 made this score though the test had been made easier. Today, U.S. 15 year olds rank 24th out of 71 countries in science, and 38th in math. In 2018, college students spent less than a third of the time their grandparents did studying for their classes.
If you believe the Null Hypothesis, then this must be due to a worsening the innate characteristics of American children. To blame the education system, you have to believe that the Null Hypothesis is not true, and that the education establishment has found ways to achieve worse outcomes.
Either possibility is distressing.