There’s More to Market Education than School Choice
Nick Gillespie drew attention yesterday to an op-ed Charles Murray wrote on school choice. Murray’s thesis was that the dominance of family environment and genetics in determining student achievement is such as to allow little room for schools to affect academic outcomes. That said, Murray goes on to argue for school choice anyway, on the grounds that families differ in their educational preferences, and the best way to match families to schools is to allow the former to choose the latter. This, he says, “should be the beginning and the end of the argument for school choice.”
Certainly Murray’s point about the value of choice is true, so far as it goes. But it doesn’t go nearly far enough. First, there are other compelling non-academic arguments for school choice (e.g., they minimize social conflict by allowing families to get the sort of education they want for their own kids without imposing it on everybody elses, as happens of necessity when there is a single official government organ of education.) Second, there is very good reason to believe that true market education would lead to higher student achievement.
Murray cites the pathbreaking work of James Coleman, who revealed that home-related factors explain more of the observed variation in student achievement than does choice of school, to argue that schools can’t have much effect on achievement. This is a non sequitur. While Murray’s inference is consistent with Coleman’s evidence, it does not necessarily follow from it. It is possible that since 90 percent of U.S. students are enrolled in government monopoly schools, and since those schools operate on similar lines not just within states but between states, variation in schools’ contributions to student learning have been artificially curtailed.
Furthermore, even in a highly competitive and free education marketplace, variation in student achievement between schools wouldn’t necessarily be very large, since the very best schools would be emulated by many of their competitors, and the very worst schools would go out of business.
But, and this is the point that Murray did not address, the mean level of student achievement in the competitive marketplace could well be much higher than the mean level in our current monopoly system despite the fact that, within each of these systems, school-to-school variation might be low. Read the rest of this post »
Charles Murray on Ayn Rand
Ayn Rand’s books have been selling strongly for more than 50 years, a constant irritant to the literary and academic establishments. And since the acceleration in government growth about 18 months, they’ve been selling better than ever. In the middle of that surge of interest, two new biographies of Rand were published, whose authors were featured at a Cato Institute Book Forum last fall. Now Charles Murray, the author of such books as Human Accomplishment and What It Means to Be a Libertarian, reflects on Ayn Rand in a review of those books.
Murray does a great job of showing what was wrong — and what was very right — with Ayn Rand. To the certain annoyance of her fans, Murray insists that “there is a dismaying discrepancy between the Ayn Rand of real life and Ayn Rand as she presented herself to the world. The discrepancy is important because Rand herself made such a big deal about living a life that was the embodiment of her philosophy.” Nevertheless, he muses, “Why then has reading these biographies of a deeply flawed woman—putting it gently—made me want to go back and reread her novels yet again? The answer is that Rand was a hedgehog who got a few huge truths right, and expressed those truths in her fiction so powerfully that they continue to inspire each new generation.” He concludes:
Ayn Rand never dwelt on her Russian childhood, preferring to think of herself as wholly American. Rightly so. The huge truths she apprehended and expressed were as American as apple pie. I suppose hardcore Objectivists will consider what I’m about to say heresy, but hardcore Objectivists are not competent to judge. The novels are what make Ayn Rand important. Better than any other American novelist, she captured the magic of what life in America is supposed to be. The utopia of her novels is not a utopia of greed. It is not a utopia of Nietzschean supermen. It is a utopia of human beings living together in Jeffersonian freedom.
I note that the excellent new group blog Pileus got to this review before I did. Plenty of other good thoughts there, too, on topics ranging from Adam Smith to David Souter to a comparison between Rand and Marx.
Libertarianism Hits the Big Time
Michael Crowley, late of the New Republic and now with Time magazine, writes thoughtfully about Ron Paul, Rand Paul, and libertarianism. Crowley notes that Rand Paul, “more politically flexible than his father,” has plenty of unlibertarian positions. But both of them are tapping into a real strain in contemporary politics:
But he, like his father, also knows well that a genuine libertarian impulse is astir in America…. polls show an uptick in both social permissiveness and skepticism of government intervention….[Ron Paul] has already waited a long time — and it appears the country is moving his way.
This is a current trend, but it’s also deeply rooted in the American political culture. As David Kirby and I wrote in “The Libertarian Vote“:
It’s no surprise that many Americans hold libertarian attitudes since America is, after all, a country fundamentally shaped by libertarian values and attitudes. In their book It Didn’t Happen Here: Why Socialism Failed in the United States, Seymour Martin Lipset and Gary Marx write, “The American ideology, stemming from the [American] Revolution, can be subsumed in five words: antistatism, laissez-faire, individualism, populism, and egalitarianism.”… Richard Hofstadter wrote: “The fierceness of the political struggles in American history has often been misleading; for the range of vision embraced by the primary contestants in the major parties has always been bounded by the horizons of property and enterprise. However much at odds on specific issues, the major political traditions have shared a belief in the rights of property, the philosophy of economic individualism, the values of competition; they have accepted the economic virtues of capitalist culture.”… McClosky and Zaller sum up a key theme of the American ethos in classic libertarian language: “The principle here is that every person is free to act as he pleases, so long as his exercise of freedom does not violate the equal rights of others.”…
Charles Murray in Slovakia
Cato co-sponsored a successful conference in Bratislava, Slovakia last week with Trend business magazine, “Slovakia at the Crossroads of Reform.” At a time when the crisis in the eurozone is exposing the unsustainable nature of the European welfare state — and one month before general elections in the country — the event brought together international experts and political and opinion leaders from a broad ideological spectrum, including from the newly formed classical liberal party, Freedom and Solidarity, which is now polling at 10-11 percent. Here’s a video of Charles Murray’s timely keynote address on “Freedom in the 21st Century.”
Ben Chavis to Charles Murray: “Bring it”
In an exchange I had with Charles Murray earlier this month, he complained that there was no bulletproof scientific research documenting miraculous improvement in student achievement attributable to great schools like those of Ben Chavis.
At the time, that objection was beside my point, which is that there is copious evidence that competitive market education systems yield very substantial (if not “miraculuous”) improvements over the status quo government monopoly. We don’t need miracles to prove that there is a much better way of organizing and funding schools.
But that wasn’t enough for Ben Chavis. He called yesterday to pass along a proposition to Charles: come perform the research yourself. In fact, Ben offered to put Charles up in his own house.
I don’t know if Charles will go for this, but I wish he would (or find a grad student who will). And here’s why: I think Charles is so skeptical of the results of great schools and teachers because he has not come across any mechanism in his studies that could adequately explain those results. But I contend that there is such a mechanism: a school culture so strong and conducive to academic effort that it can overcome the absence of an academically supportive culture in the home.
If you read Jay Mathews’ wonderful book Escalante, or Ben’s Crazy Like a Fox, this becomes immediately clear. The school environment in these rare cases becomes a much more powerful influence on students’ willingness to work and expectations of success than is normally the case. These great schools tap into a fundamental human desire to belong to a team that offers them support and to which they feel an obligation to be supportive in return. It’s the same impulse that leads soldiers to put their lives on the line for their buddies in combat, and that sustains the insane work ethic in high tech startups.
This is one reason why free enterprise education systems excel all others: they offer the greatest freedom and most powerful incentives for excellent schools to replicate their cultures on a grand scale.
Throwdown with Charles Murray
In a response to my post this morning, Charles Murray remains unconvinced that changes to our school system could result in dramatic improvements in educational outcomes.
He asks to see the scholarly study showing that a school has miraculously boosted achievement above the norm. In one way, this hurdle is too low, and in another it’s too high.
If we could only point to a single study of a single school, it wouldn’t instill much confidence in the generalizability of the phenomenon. A consistent pattern of scholarly results is necessary for that. On the other hand, asking for “miraculous” improvement is a needlessly high standard. My disagreement is with Murray’s earlier, lower threshold claim that: ”reforms of the schools can never do more than produce score improvements at the margin.”
Let’s call a marginal improvement an increase of less than .15 standard deviations above the current mean (typically considered a “small” effect in the social sciences). Taking that as our litmus test, is there a consistent pattern of scholarly evidence that better school system design can boost achievement by more than .15 standard deviations? Yes.
That pattern is presented in the figure above, drawn from my recent review of the global econometric literature comparing educational outcomes across different types of school systems. The figure relates the number of statistically significant findings favoring free education markets over state school monopolies (in white), significant findings of the reverse (in light grey), and insignificant findings (in dark grey). Markets beat monopolies by a ratio of 15 significant findings to 1, across the seven educational measures for which data are available.
We Are not Seeing the Bell Curve’s Toll
Last week, I posted a chart on this blog showing the percent change in federal education spending and student achievement since 1970 (achievement has been flat while federal education spending has nearly tripled).
After laughing out loud when he saw it, IQ expert and Bell Curve author Charles Murray mused that “such a huge proportion of a child’s educational prospects are determined by things other than school (genes and the non-school environment) that reforms of the schools can never do more than produce score improvements at the margin.”
But consider the accomplishments of Ben Chavis, who spoke at Cato last Friday. When he took over the American Indian Public Charter School in Oakland in 2001, it was the worst school in the district. Under his leadership (imagine a hybrid of Socrates and Dirty Harry), the school’s scores rose dramatically year after year. Within seven years, it had become the fifth highest-scoring middle school in the state — though continuing to enroll a student population that is overwhelmingly poor and minority.
It was not a freak occurrence. Chavis did it again, and again: creating a second AIPCS middle school as well as a high school, both of which are also among the top schools in the state, and both of which also enroll chiefly low income minority students.
Murray has made a compelling case over the years that IQ is real, strongly tied to academic achievement, and determined in significant measure by nature and home environment. But academic achievement is also powerfully determined by schooling. Typical U.S. test score data camouflage the significance of schooling because so many schools are so amazingly bad at maximizing academic achievement — especially for poor minority students.
But Chavis — and others before him and alongside him today — have shown how to do it: instill in the school environment those cultural characteristics necessary for academic success that are missing in the home.
In a free enterprise school system that would automatically disseminate and perpetuate great schools like Ben’s, average test scores would rise dramatically above their current levels. The Bell Curve would be shifted dramatically to the right.
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