‘Education’: The Relentless Political Weapon
On at least six occasions in his address to the nation last night President Obama invoked the words “education,” “student,” or “college” to scare listeners into thinking that the federal government must have increased revenues. Typical was this bit of cheap, class-warfare stoking rhetoric:
How can we ask a student to pay more for college before we ask hedge fund managers to stop paying taxes at a lower rate than their secretaries? How can we slash funding for education and clean energy before we ask people like me to give up tax breaks we don’t need and didn’t ask for?
Now, I’m all for eliminating economy-distorting tax loopholes, incentives, etc. But there is simply no way on God’s green Earth that the President—or anyone else—could look at what the federal government has done in the name of education and conclude that it has been anything but a bankrupting, multi-trillion-dollar failure:
- Spending on Head Start is ultimately just money down a rathole according to the federal government’s own assessment
- In K-12 education, Washington has dropped ever-bigger loads of cash onto schools out of ever-bigger jumbo jets, but has gotten zero improvement in the end
- In higher education, all the money that supposedly makes college more affordable is actually a major driver behind students having ”to pay more for college”—just what the President decries—because it enables colleges to raise their prices at rates far outstripping normal inflation
The only people who regularly benefit from federal education profligacy are not students, but school employees and, especially, their lobbyists. They are teachers’ unions, tenure-track college professors, school administrators of all varieties, but not students, and definitely not taxpayers. Oh, and one other group: politicians who, despite the overwhelming evidence that all their spending on education is utterly useless, just keep exploiting students to buy votes and beat down anyone who would return the federal government to a sane—and constitutional— size.
Education, for our politicians, is not a thing to be fostered. If it were, they’d get out of the business. No, it is a political weapon, and it continues to be used to deadly effect.
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Earlier this week I was asked to comment on a new study of an old preschool program. The program in question is one of three well known (but geographically limited and now defunct) programs that have been found to have had lasting positive effects on participants. From their results, the authors concluded that the “impacts which endured [from the Chicago Parent Center program] provide a strong foundation for the investment in and promotion of early childhood learning.” By “investment” they seem to mean either state or federal government spending on pre-K programs.
Here’s the thing: yet another study of one of the few isolated programs already known to have had a lasting impact does nothing to support large-scale government pre-K programs. That’s because we have mountains of very good research that the signature federal pre-K program, Head Start, has been a failure despite nearly half a century of effort and hundreds of billions of dollars in spending. Even the Department of Health and Human Service’s own top-flight, large sample, nationally representative, randomized experimental study revealed that its impact doesn’t even endure beyond the first grade.
Kudos to the reporter for being open to this cold splash of reality. But here’s where the title of this blog post comes in… when it ran the story, the website of U.S. News and World Report adds the following postscript:
More information
For more information on early childhood education, visit the National Education Association.
Gee, I wonder if a national teacher labor union would support the massive expansion of federal funding for… teaching labor? Does USNews.com really not know how ridiculous this makes them look?
Rep. Jeff Flake to Appropriations
In-coming House Speaker John Boehner’s endorsement of Rep. Jeff Flake (R-AZ) for a seat on the chamber’s appropriations committee means that it’s probably a done deal. Flake is one of the few policymakers who actually lives up to the fiscal conservative label. Thus, Flake’s appointment to a committee that many members think only exists to increase spending on special interests would be welcome news.
Boehner also endorsed a suggestion from Rep. Jeff Kingston (R-GA), who has mounted a dark-horse campaign to chair the appropriations committee, to create a subcommittee focused on investigating federal programs. Flake would chair this subcommittee, and according to a release on his website, he has already lined up worthy targets like Head Start and farm subsidies.
How much success will Flake have within the committee?
The New York Times quotes Flake as boldly saying, “It has been a favor factory for years, and now it is going to become a slaughterhouse.” At the same time, Flake acknowledged to Politico that putting a few anti-spenders on appropriations isn’t going to be enough:
Flake said the conservatives that Boehner wants to get on the committee will be “marginalized” if they’re scattered throughout the panel.
“It’s not enough just to have a few going on the committee,” he said. “They could be dispersed among the subcommittees that are forgotten.”
I recently warned the House Republican leadership against serving tea party voters re-heated meatloaf by allowing old-school spenders to dominate the committees. Getting Jeff Flake on appropriations is a step in the right direction, but his appointment can’t be a token gesture. Anti-spenders like Flake will need support from their leadership to succeed because they sure won’t be making friends with the big-spending old bulls.
Keep Fed Ed? What, Do You Hate Kids?
Yesterday, Tad DeHaven wrote about an interview with Rep. John Kline (R-MN), likely chairman of the House Education and Labor Committee should the GOP take the House majority. Tad lamented that Kline seemed to declare any potential effort to kill the U.S. Department of Education (ED) already dead in the water. Unfortunately, Kline is certainly right: Any effort to kill ED in the next couple of years would not only have to get through a (presumably) GOP-held House, but (also presumably) a Dem-controlled Senate and Obama-occupied White House. There just aint no way ED will be dismantled — and more importantly, it’s profligate programs eliminated — in that environment.
That said, if many Tea Party-type candidates win today, it will be precisely the time to start pushing the immensely powerful case for ending fed ed. I won’t post them yet again, but Andrew Coulson’s charts showing the Mount Everest of spending and the Death Valley of student achievement over the last roughly forty years should, frankly, be all the evidence anyone needs to see that the federal government should reacquaint itself with the Constitution and get out of elementary and secondary education. When it comes to higher education, the evidence plainly points to student aid helping to fuel the massive tuition hikes — and major waste – that plague higher education. And let’s not forget the ongoing failure of Head Start…
The biggest obstacle to ending federal intrusion in education is that no one wants to vote against more education funding or programs no matter how akin to money-sack bonfires they are. Politicians simply don’t want to be tarred and feathered in campaign ads as being against children, or education itself. (No doubt almost everyone has seen ads attacking candidates for just such impossible cruelty over the last, seemingly endless, few months.) But if Tea Party sentiment proves strong today, tomorrow will be exactly the right time to launch a full-on, sustained attack against the federal occupation of education.
For one thing, teachers unions – arguably the most potent force in domestic politics, and the biggest ”you hate children” bullies – are on their political heels, with even Democrats acknowledging that the unions don’t actually put kids first. Next, people are very concerned about wasteful spending, and as Andrew’s charts illuminate, education furnishes that in droves. Third, the latest Phi Delta Kappa/Gallup poll reveals that by large majorities Americans want state and local governments — not the feds — in charge of education. Finally, and most importantly, the evidence blares that federal spending and meddling hasn’t actually done anything to improve education. All of which makes this the perfect time to drive the argument home: We must get Washington out of education because it is bad for your pocketbook, and bad for education!
Now, some inside-the-Beltway types have counseled the GOP to ignore the Constitution and abundant evidence of federal failure because they think the feds can somehow do good. They should be ignored because logic, evidence, and the Constitution simply aren’t on their side. And for those who might say to drop the issue because you won’t win in the next year or two? They would be right about the time frame for victory, but absolutely wrong to not take up the fight.
Weekend Links
- A libertarian primer on the real meaning of the phrase “campaign finance reform.” For more, read John Samples’ book, The Fallacy of Campaign Finance Reform.
- New report shows that Head Start, a sacrosanct (and very expensive) federal education program, doesn’t work. So what should we do about it? Give it more money of course!
- “In his State of the Union address, President Obama proposed spending another $4 billion annually on K–12 public education. He did not mention that state, local, and federal governments already spend well over twice what they did in 1980, or that there has been no discernible improvement in student achievement during that period.” Just sayin’.
- Michael Tanner on Obama’s faith-based boondoggle: “The faith-based initiative was a typical example of Bush-style “big-government” conservatism. It has been co-opted by the Obama administration as another weapon for social engineering.”
School Choice Advocates: Beware Washington
The Brookings Institution will release a new school choice policy guide on February 2nd, and from the sound of it, children, parents, taxpayers, and the authors themselves should be concerned. The guide will provide:
a series of practical and novel recommendations for reauthorization of the Elementary and Secondary Education Act, including national chartering of virtual education providers; expanding the types of information collected on school performance; providing incentives for low-performing school districts to increase choice and competition; and creating independent school choice portals to aid parents in choosing between schools.
The goals these recommendations are meant to achieve are entirely laudable, but there are three reasons for serious concern:
1) The Constitution delegates to the federal government no power to provide or regulate education services, except in the execution of its explicitly enumerated powers. So the Supreme Court can ensure that state education programs abide by the Fourteenth Amendment, for example, but Congress cannot “charter virtual education providers.” Of course the federal government has been transgressing the limits on its education powers for more than half a century, but no one who supports the rule of law can condone that transgression, much less its expansion.
2) From a regulatory standpoint, Washington is the worst level of government at which to implement an education program. National education programs impose a single set of rules on every participating provider in the country. Get those rules wrong — either up front or down the road — and you not only hobble the effectiveness of every single provider, but you eliminate the possibility of comparing outcomes between providers operating under different sets of rules. In essence you lose the ability to distinguish between different “treatments” — to determine what helps and what is harmful to the service’s overall success.
3) We have ample evidence about the quality of education programs implemented by the federal government. For example, after 45 years and $166 billion, Head Start has just been proven entirely ineffective. (See also the NCLB paper linked to in “1)”, above). Once again, this problem is exacerbated by the all-encompassing nature of federal programs. Get them wrong and you get them wrong for every participating student, everywhere in the country. With variation in programs among states, by contrast, we not only have the ability to compare the merits of alternative approaches, we have powerful incentives for states to get their programs right. Just as tax competition drives businesses from one state or nation to another, so, too, can education policy competition. States with better policies will attract businesses and more mobile residents from states with worse ones, eventually compelling the inferior policy states to redress their errors. We’re just beginning to see the prospects for this now, as school choice programs proliferate and grow at the state level, and introducing national programs that might well interfere with this process would be a disastrous mistake.
I hope that school choice advocates, including those who have contributed to the forthcoming Brookings report, will weigh these concerns.
But Wait, There’s Less! [Head Start Unravels Further]
I’d missed something about the new Head Start Impact Study until this morning. It reports 44 cognitive test results, only one two of which were statistically significant at the end of 1st grade. The thing is, a certain number of apparently significant results are to be expected merely by chance, and the probability of these false positives grows in proportion to the number of tests you report.
Statisticians use a variety formulas to control for the expected proliferation of false positives when multiple results are reported, and even if we apply a very forgiving control (the Dubey and Armitage-Parmar procedure with an assumed average correlation among results of .8), the two marginally “significant” Head Start result become, you guessed it, insignificant. (If we were to apply the very conservative Bonferroni correction, these marginal results would be savagely beaten, buried in concrete, and dropped into the Mariana Trench.)
In short, this very high quality study of a very large national sample of students reveals absolutely no evidence of statistically significant cognitive benefits to Head Start at the end of first grade. None.
To their considerable credit, the authors acknowledge this issue in footnote 99 on page 6-2 of the full report, linked above, and in the notes to their results tables in section 4 of the report, on cognitive outcomes. Indeed when they apply their own choice of control for false positives due to multiple tests (Benjamini-Hochberg), they, too, find that none of the cognitive effects holds up. Kudos.
How the Media Are Covering ‘Head Start’s’ Failure
A day after it was released, here’s a roundup of how the mainstream media are covering the HHS study showing that America’s $100 billion plus investment in Head Start is a failure:
[...crickets...]
Nada. Zilch. Rien du tout, mes amis.
That’s based on a Google News search for ["Head Start" study]. The only media organs to touch on this topic so far have been blogs: Jay Greene’s, The Heritage Foundation’s, the Independent Women’s Forum, and the one you’re reading right now.
Okay. There was one exception. According to Google News, one non-blog — with a print version no less — covered this story so far. The NY Times? The Washington Post? Nope: The World, a Christian news magazine. And they actually did their homework, linking to this recent and highly relevant review of the research on pre-K program impacts.
And for those other publications in the MSM still standing at the edge of the pool: the water’s warm folks, c’mon in.
What’s really interesting, though, is that the HHS had the moral fibre to actually issue a press release about this damning study. That showed courage — and a certain panache. I particularly liked this, from HHS Secretary Kathleen Sebelius: “Research clearly shows that Head Start positively impacts the school readiness of low-income children.”
Umm, yes Ms. Secretary, but the same research shows those effects vanish by the end of first grade. I guess that information is on a need-to-not-know basis. The public needs to not know about it or the administration hasn’t got a snowball’s chance in Kauai of getting American tax payers to throw another $100 billion or so at government pre-K, as President Obama is so very keen to do.
Update:
In my original review of the coverage on this story I missed the blog that first broke the story: Early Ed Watch at the New America Foundation. One thing that distinguishes New America’s supporters of big government pre-k programs from those in the Obama administration is that the former have a good grasp of the implications of this study, writing that: “The next few weeks are probably going to be rocky ones for the Head Start community. Results released today from the Impact Study show that children’s gains from participating in Head Start, documented in a 2005 installment of the study, do not last through the end of 1st grade.”
But if the folks at the NAF recognize this reality, that begs an important question: will they now redirect their efforts to the support of programs whose benefits for disadvantaged children actually grow in magnitude the longer kids stay in school, or will they continue to push for programs like Head Start that have been proven costly failures?
Head Start EPIC FAIL
Andrew’s earlier post is a great overview of the context for the Head Start findings.
I thought we should also highlight the description of the Head Start Impact Study findings in the report itself (p.215/4-31):
Looking at effects on participants does not change the overall patterns found in the main analysis, which show that Head Start improved children’s language and literacy development during the program year but not later and had only one strongly confirmed impact on math ability in a negative direction. (For the 3-year-old cohort, kindergarten teachers reported poorer math skills for children in the Head Start group than children in the control group.)
This is a devastating report for proponents of government-run early childhood initiatives.
It’s past time we turn to the education reform that has proven itself through multiple random-assignment studies; school choice.
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