As conservatives confront the failure of the budget deal to live up to expectations, let’s have a look at one cut that does seem to be working as advertised. The federal budget plan up for approval by Congress this week slices international studies programs funded under Title VI of the Higher Education Act by 40 percent. The amount–in the tens of millions–is small by the standards of America’s looming fiscal crisis. Yet the lesson taught by this cut is a large one.
Academics are already screaming about the “devastating” nature of the cutback, and the alleged damage to our national security, since the programs in question support the teaching of languages of strategic importance to the United States (like Arabic and Pashto). Yet Title VI programs in international studies have largely failed to channel students fluent in strategic foreign languages into defense and intelligence agencies. Title VI subsidized centers have also been subject to unconscionable abuses: scholarly boycotts expressly designed to prevent students from serving in defense or intelligence agencies; manipulation by donations from Middle Eastern countries; deep political bias in congressionally mandated outreach programs; and an almost complete lack of accountability.
No doubt the sheer scale of our fiscal crisis is going to force some cuts in well-functioning programs with worthy goals. Federally subsidized Title VI programs in international studies, however, are a parade example of government spending gone wrong. This is just the sort of education program president Obama likes to tout as an “investment” in our future. Yet Title VI has been a dysfunctional morass for years.
It’s true that in 2008, after a hard-fought five-year battle, Congress finally reformed Title VI so as to increase accountability and curb its notorious abuses. I’ve seen no evidence of improvement, however, and see little reason for optimism. The academy fought reform tooth and nail, and the Obama administration is unlikely to use its new enforcement tools to rein in a favored constituency.
You can certainly make a good conservative case for zeroing out Title VI altogether. Ordinarily, we don’t funnel federal subsidies directly to academic programs. The exception in this case is justified on national security grounds. Title VI grew out of the National Defense Education Act, a Cold War program that helped establish centers of Russian and Chinese Studies that really did help us to defeat Communism. While the Reagan Administration seriously considered zeroing out Title VI when it came into power, it held back, presumably because of the program’s proven track record. Yet Kenneth Whitehead, who supervised Title VI during the Reagan years, has described the program’s weaknesses. Things only deteriorated after the Reagan years.
Fiscal pressure alone may justify a 40 percent cut in this federal subsidy for higher education, merits of the program aside. In this case, however, the program deserved a cut whether we faced a fiscal crisis or not.
When press reports quote beneficiaries wailing about “devastating” cuts to federal programs with worthy-sounding goals, it’s best to keep in mind the example of Title VI. Just about everything that could go wrong with a federal program did go wrong here, even though the program worked well enough for its first decade or so. The massive, well funded, and politically powerful higher education lobby just keeps pushing for more federal subsidies. Overmatched by that lobby, there aren’t enough conservative policy wonks to research and expose the many problems that plague federal “investments” in higher education. Be assured, however, the problems are there, as the example of Title VI shows.
I congratulate the Republicans in Congress for forcing a 40 percent cut in Title VI HEA federal subsidies. Ignore the weeping and wailing, and refuse to restore those funds in the next fiscal year. With luck, the current cuts will provide an incentive for the academy to finally do something about the program’s perennial failings. If that doesn’t happen, Congress should consider additional large cuts. If necessary, a portion of any future cuts could be redirected to a scholarship program run by Defense Language Institute, a far more reliable partner for drawing students of strategic languages into government service.
Congressional Republicans may not yet have cut nearly enough from the budget, but this most excellent cut shows that the Tea Party is right and the entrenched special interests are wrong. Faster please.
Maybe I am just old fashioned, but I worked my way through college. My son worked his way through college (USC and Cal Tech), and many of my friends did the same. My take is that most people who desire an education will find a way to get it. Okay, my daughter-in-law went on a sports scholarship, but still had to be good enough. I have an adult friend who has taught himself to be fluent in four languages. I see absolutely no reason for the federal government to be involved in determining who gets an education. That goes double for subsidizing programs that denigrate military service.
Reply to this commentLinkReport Abuse"Academics are already screaming about the “devastating” nature of the cutback, and the alleged damage to our national security, since the programs in question support the teaching of languages of strategic importance to the United States (like Arabic and Pashto)."
1. Academics are always screaming about funding, and therefore should always be ignored. They are usually the last to know what is important.
2. Outside of national security, these two languages (among others) have no value as a subject. Therefore, they should be taught as part of ROTC type programs where the funding and benefit are correlated and controlled by those who would not sabotage our 'national interest'.
Reply to this commentLinkReport AbuseBeing self-taught in two foreign languages, I can also confirm that the college classroom is a horrid environment to learn a language. It is also horridly expensive; I spent less than 100 bucks learning Russian. This has been common knowledge since at least the 1950's when my father attended the immersion-style program at the Army Language School in Monterey.
Given the all-you-have-is-a-hammer-so-every-problem-looks-like-a-nail effect, coleges respond by teaching culture instead of language (high achievers learn the language on their own anyway). Of course the instruction in culture is vulnerable, in the absence of a dilligent effort to keep it out, to infiltration by formulaic PC leftism.
Language instruction is at the forefront of the deflation of the education bubble. It is trivially easy for am employer to test language proficiency (Griggs v. Duke Power notwithstanding) and get more meaningful information than a sheepskin will ever convey.
Reply to this commentLinkReport AbuseThe author of this article has it dead wrong. Title VI is not an "entitlement." It is a limited scholarship for the study of languages critical to the U.S.'s foreign policy and future, offering funds to cover tuition for those courses and a very small stipend. Students could use it to take the accelerated year-in-11-weeks summer courses. More importantly, the ability to offer the critical languages afforded university's access to other funds such as Mellon if their grant applications were worthy and awarded. Americans now pursue military objectives in Iraq, Afghanistan and elsewhere without the critical ability to communicate. Dependent on contractor translators (who are paid incredible salaries, 10 times that of college language instructors) who are often not true interpreters, Americans live insulated and isolated from those with whom they must build alliances. These programs did NOT militate against government service or boycott the military - unfortunately the government and the military prefer to hire individuals with NO background in the war theater countries and disdain the work of professional academics because of their views on US foreign policy, not their language abilities. GOP Congressional representatives are acting out of bigotry and ignorance here. As for the "self-taught" - and the FAOs who pretend they have language facility when they do not … these are a poor substitute for the necessary years of study.
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