“… your month, or even your year”
At one time or another over the past two decades, most school choice supporters have felt like the subject of the “Friends” theme song; that it hasn’t been their day, their week, their month, or even their year.
Things are different now. For one thing, choice programs have proliferated and grown over time, more are being introduced this year than perhaps ever before. And for another, well, this IS their week: the first national School Choice Week.
Events are being held all over the country to celebrate the idea that families should be able to easily choose the best schools for their kids, and that schools should have to compete for the privilege of serving them.
Here at Cato’s Center for Educational Freedom, we’re dipping into the future to see what it holds. How are large scale public/private school choice programs working out in countries that have had them for two or three decades? To find out, we’ve invited the founder of the largest private school chain in Sweden and a Chilean economist researching his own nation’s program to share their experiences and findings on Friday at noon.
Given how alien for-profit k-12 schooling appears to most Americans, imagine the reaction Peje Emilsson got in 1999 when he proposed founding a chain of for-profit schools in Sweden. Already the founder of a multinational communications firm, Peje broached the idea with some of his nation’s top entrepreneurs and economists. If you’d like to find out what they had to say, and how his idea has turned out in practice, you won’t get another chance any time soon. Hope you can join us on Friday — to register for free, click here!
If They Gave Out Awards for Good Policy Design…
…the folks in South Carolina would be top contenders for the gold.
Here’s the thing: all the evidence shows that educators are human beings like the rest of us and that education benefits from the same market freedoms and incentives that have driven progress in every other field. So how do you unleash those market forces so that our kids have the best shot at fulfilling their potentials? For a start:
- You minimize regulation on what and how teachers teach.
- You make it easy for families to choose whichever schools (or homeschooling) they deem best for their kids.
- You encourage people to pay directly for their own children’s education to the greatest extent possible, reserving third-party payment (which is inherently problematic) to an as-needed basis
As a result, schools compete for the privilege of serving each and every child and they are attentive to parents’ demands because otherwise their livelihoods will suffer. Parents, in turn, become more invested in their children’s education—both literally and figuratively—because suddenly they have the power to exercise their educational responsibilities, and they expect to get value for the money they spend.
There are already a few school choice programs around the country that move in this direction, but a bill under consideration in South Carolina would do a better job than any of them. First, it offers tax cuts to parents who personally shoulder the cost of their own kids’ education, and those cuts are more meaningful in size than the ones currently offered in Illinois and Iowa. As Milton Friedman (and Pliny the Younger) rightly said: people are most careful spending their own money on their own families. Second, it extends its benefits to homeschoolers, which few other choice programs do. Third, it provides tuition assistance to low-income families through nonprofit scholarship organizations (SGOs) that are funded by private tax-creditable donations—better than any other system of third-party education aid.
If enacted, this program will not only provide a wonderful new range of educational options to South Carolina families, it will save taxpayers millions due to the tremendous inefficiency of the existing state-run monopoly school system. That combination of improved education options and reduced tax burden will in turn attract new businesses to the state, spurring economic growth. All in all, a pretty darn good deal.
Cloning “Superman”
We all know there are too few good schools and too many lousy ones. The trouble is, we lack a mechanism for reliably scaling up the former and crowding out the latter. Competitive markets perform this service in other fields, from coffee-shops to cell phones. Can the same thing work in education?
To find out, we’ve invited experts from both hemispheres to tell us what their nations have learned from decades of experience with private-school choice. Peje Emilsson founded the largest chain of for-profit private schools in Sweden’s nationwide voucher program. Humberto Santos has studied the academic performance of public schools, independent private schools, and chains of private schools in Chile’s voucher program. Responding to their findings and asking challenging questions will be Education Week journalist Sarah Sparks.
I hope you can join us for this fascinating discussion, and lunch, at noon on January 28th. Click here to register. The sooner we can stop “Waiting for Superman,” the better.
Remarkable Interest in School Choice in Colorado?
In Douglas County, CO, a jurisdiction with 240,000 residents south of Denver, there is strong public interest in the possible implementation of a sweeping school choice program. Here’s a blurb from the Denver Post:
Douglas County School District officials say an unexpected level of interest in a retreat exploring school choice today and Saturday is forcing them to add an overflow room and a video feed to allow the public to watch the discussion. The school board is investigating a voucher program that would allow students to use public money to help with tuition at approved religious schools and other private ones. The two-day retreat will discuss the findings of a school-choice task force that has been mulling several issues, including vouchers.
…The board will officially discuss the school-choice recommendations at a meeting Tuesday night, during which the public will be allowed to comment. No Colorado school district has a voucher program.
Here’s a link to the full proposal. I’m told that parents will have a voucher for about $4,500 per child that can be used to finance tuition at any qualifying school. This is more than enough money to cover costs at most non-government schools, and the population is sufficiently large to make this program a dramatic test case.
Keep your fingers crossed that Douglas County officials resist special-interest groups that are seeking to thwart this reform. The teacher unions have been vicious in their efforts to stop this kind of development. If Douglas County succeeds in putting kids first, this could break the logjam and lead to better education policy across the nation.
‘Chicken Smackers with Biscuit or School Choice’
My inbox this morning contained the following Google News Alert for “school choice” from the Evansville Courier & Press:
School menu
Evansville Courier & Press
The middle school menu is chicken smackers with biscuit or school choice, peas, mashed potatoes with gravy and pineapple. Monday’s elementary and K-8 school …
See all stories on this topic »
My colleagues and I have been asking for school choice for some time — folks have even made movies about it — so it’s nice to finally see it on the menu. [Just for middle school, though; I really think it should run the gamut.]
In case the Courier Press decides to tweak that menu after the fact (you know, seasonal ingredients and all), here is a screen cap.
Demonstrating the Cheap-shot Defense
When I first started arguing that now is the time to press the case for eliminating the U.S. Department of Education, I noted that the biggest obstacle to scaling down fed ed has long been the cheap-shot smearing of would-be downsizers. Today, I want to thank Kevin Carey, Policy Director at the think tank Education Sector, for brilliantly illustrating that very unsightly strategy.
Writing on Education Sector’s blog yesterday, Carey ripped into a post I put up that morning, a post that primarily linked to a call to abolish ED from a left-leaning educator. Carey’s rejoinder: Basically, Cato hates public education, and there’s a whole lotta crazy goin’ on:
The Cato Institute is dedicated to creating ”a future where government-run schools give way to a dynamic, independent system of schools competing to meet the needs of American children,” i.e. destroying public education as we know it. As such, Cato wants to abolish the U.S. Department of Education. This fringe notion was first advanced by Ronald Reagan, until A Nation at Risk was published and the Great Communicator abruptly made an about-face and became very interested in an expanded federal role in K-12 policy as way to appeal to moderate voters in the 1984 election. The idea come up again a decade later during the brief rise of Gingrichism before fading into deserved obscurity for the next 15 years.
Then Tea Party candidates like Sharron Angle revived the kill Education platform, based on a general antipathy toward the federal government combined with not knowing anything about education….
So now reporters are calling me all the time asking me whether to take this stuff seriously. The answer is: No. Do not take it seriously. Nobody is shutting down the U.S. Department of Education. If one thing is sure in this life, one certainty that can be clung to like a rock in a storm, it’s that Congressional Republicans don’t actually want to shrink the size of the federal government, reduce the deficit, or cut federal programs in any meaningful way, particularly programs that enjoy broad public support as education programs do.
That plain fact, however, hasn’t prevented Cato’s education analysts from excitedly suggesting that the Department of Education abolition movement is on the rise. Few have joined their cause, because few people want to destroy public education as we know it. However, today Cato’s Neal McCluskey identified an ally in the reactionary anti-reform left….
[Long quote from my post]
Education Policy Meets Whac-a-Mole®
K-12 school choice programs based on education tax credits are receiving a lot of attention after last week’s Supreme Court oral arguments in the Winn case. SCOTUS is likely to overturn a lower court ruling in Winn that would have hobbled or killed Arizona’s education tax credit program, and that has some folks consternated.
Among the ranks of the tetchy is Kevin Carey of the Quick and the Ed. Jay Greene responds here, and concludes, in essence, that Carey is inconsistently alternating between two criticisms of tax credits whenever one is whacked with a compelling counterargument. Worth a read.
Election Results in School Choice States
While most of the election punditry to date has been focused at the national level, major gains by Republicans in states that already have k-12 education tax credits or school vouchers could lead to the expansion of such programs or the passage of new ones. To see where the action might lie, I offer the chart below, showing post-election party control of the legislative and executive branches of government in school choice states (the height of each bar represents degree of control, with the height of the executive branch = 100%). The states are sorted by the number of branches of government that changed hands (represented on the chart by the yellow circles, which correspond to the axis on the right).
There might be gridlock at the national level, but at the state level we may see some interesting school choice developments over the next 2+ years.
So Long, Wonder Woman
Today is Michelle Rhee’s last day heading up DC’s public schools, and her departure should serve as a stern reminder: We’ve been forcing children to wait for Superman — or Wonder Woman — for far too long. There are no superheroes, and even when we think we’ve found one, they are almost always defeated by teachers unions, or internecine politics, or just plain burnout.
Rhee is a classic case of the first two, with her bold reforms raising the ire of the local union and eventually bringing the might of the American Federation of Teachers to bear in the mayoral election. But unions aren’t the only powers that ended Rhee’s crusade. Long-simmering divisions over the perceived aloofness of Rhee’s boss, Mayor Adrian Fenty, also landed huge political punches that eventually knocked Rhee out.
Rhee certainly isn’t alone in the Hall of Defeated Heroes. Alan Bersin stormed into San Diego’s superintendency in 1998, but his hard-charging style eventually divided the city and created an intense political backlash. He was gone in 2005. Carl Cohn, Bersin’s replacement, quit just two years into the job. “I don’t have the energy, heart and passion that I did when I first took the job,” he said. And then there’s Rudy Crew, who was ousted in Miami-Dade after four years. In that time the district was thrice named a finalist for the Broad Prize, which recognizes urban districts for major achievement gains. But Crew became embroiled in racial and ethnic tensions, as well as caught in a budgeting morass, and was booted.
But if there is no super-being to save the children, who can? Sadly, no one in a government monopoly, which is what public schooling is. In such a system only political power matters — after all, politicians make all the rules — and most of that power resides with teachers, administrators, and other public school employees. Because their very livelihoods come from the government system, they are the most motivated to engage in political combat, and through unions and other associations they are best able to organize. And because they are human, their natural proclivity is to fight for the most generous compensation, and least accountability to others, possible.
Parents and children — the people for whom the public schools are supposed to work — simply can’t counter that politicking force. They can’t constantly run political ads, work for campaigns, lobby, and take to the streets the way unions and other organized interests can. And that means polticians who side with parents against unions and administrators are taking a politically perilous — and often fatal — risk.
So the problem is not a lack of heroes. It’s that public schooling inherently crushes not just heroes, but the very people our educators are supposed to serve — parents and children.
Thankfully, knowing that makes the solution clear: We must take education money away from politicians, give it to parents, and in so doing take away the death ray, or robot army, or whatever you want to call the incredible power that government monopolies bestow on special interests. We must give parents school choice not so that they can become superheroes, but so that superpowers are no longer required to get their kids the education they need.
Waiting for Realityman
The edu-documentary Waiting for ‘Superman’ continues to generate lots of noise about fixing American education. Unfortunately, like the film itself, most of the noisemakers ultimately ignore reality: The only way to make educators truly put children first is to require that they satisfy parents — the customers — to get their money. And that can mean only one thing: transforming our education system into one in which parents control education funding and educators have to earn their business.
You would think that would be clear to members of the U.S. Chamber of Commerce. Think again: In a new report, the Chamber demonstrates that what’s really needed is not a visit from Superman, but for Realityman to give it a superpowered kick to the rear so that it will demand universal school choice, not the milquetoast tweaks of the government monopoly it meekly champions.
What follows are just a few examples of where the Realityman Signal shines brightly in the report — where the Chamber clearly sees the diabolical work of government monopoly, but ultimately fails to identify the culprit – calling out for our hero to save the Chamber.
First, the paper notes that “successful businesses use well-documented management and leadership practices that result in lean, accountable, flexible, high-achieving organizations.” Meanwhile, “these practices are often absent in school management. State [sic] and districts are not held accountable for their academic outcomes relative to their expenditures….”
No kidding: Businesses have to become ever-more efficient and effective or they’ll lose customers to better, cheaper competitors. Public schools, in contrast, have no real competition and get paid no matter what.
Next, if you aren’t happy with the state of your schools, the Chamber advises getting “tough with candidates and elected officials…. Call candidates, conduct town hall forums and invite the press, write op-eds, and call your local newspaper reporters who work on education issues.”
Now, is this how most businesses work? If a firm isn’t happy with a supplier, does it call its congressman, hold fora, pen op-eds, badger reporters, all in the hope of eventually persuading the supplier to change? Of course not: If the supplier doesn’t improve, the firm just finds a new one and moves on!
Finally, the Chamber laments that “other industries are changing, adapting, and harnessing the power of new technologies, but our education system resists change.”
There’s a simple explanation for this: Public schooling isn’t an “industry.” WordNet defines “industry” as “the organized action of making of goods and services for sale [italics added].” But public schools don’t sell anything. They simply take, and because they don’t have to earn any business they have little incentive to adapt new technologies.
Surely most businessmen recognize the forces that push them to do their best. Why can’t they see the desperate need for the same forces in education?
Save us, Realityman!
Why is Waiting for “Superman” Pushing Kryptonite?
You’ve probably heard it already, but if not, you should know that on Friday the documentary Waiting for “Superman” — from An Inconvenient Truth director Davis Guggenheim — will be opening in select theaters around the country. The film, about how hard it is to access good education in America thanks to adults putting their interests first, follows several children as they hope beyond hope to get into oversubscribed charter schools. It is said by those who’ve seen it to be a tear-jerker and call to arms to substantially reform American education.
Unfortunately, the film doesn’t promote real, essential reform: Taking money away from special-interest dominated government schools and letting parents control it.
The movie does flirt — from what I know, that is, without having yet seen it — with school choice, lionizing charter schools. But let’s not forget that while many charter schools and their founders have tremendous vision and drive, charters are still public schools, and as such are easily smothered by politically potent special interests like teacher unions. Moreover, while charter schools are chosen, charter schooling still keeps money — and therefore power – out of the hands of parents. Together, these things explain why there are so many heartbreaking charter lotteries to film: there is almost no ability or incentive to scale up good schooling models to meet all the desperate demand.
But isn’t the goal for no child to have to wait for Superman? If so, then why not give parents the power to choose good schools (and leave bad ones) right now by instituting widespread school choice? Indeed, we’re quickly losing room in good institutions because parochial schools – which have to charge tuition to stay in business — simply can’t compete with “free” alternatives. If we were to let parents control education funds immediately, however, they could get their kids into those disappearing seats while the seats are still around, and we would finally have the freedom and consumer-driven demand necessary to see good schools widely replicated.
Unfortunately, Waiting for “Superman” doesn’t just seem to want to make people wait for good schools by promoting charter schools and not full choice. On its “take action” website, it prominently promotes the very opposite of parent empowerment: Uniform, government-imposed, national standards for every public school in America.
Rather than let parents access the best curriculum for their unique children, the Waiting for “Superman” folks want to give the federal government power. Of course, the website doesn’t say that Washington will control “common” standards, but make no mistake: Federal money has been driving the national standards train, and what Washington funds, it ultimately controls. And there is no better way to complete the public schooling monopoly — to let the teacher unions, administrator associations, and other adult interests do one-stop shopping for domination — than to centralize power in one place.
The people behind Waiting for “Superman” are no doubt well intentioned, and their film worth seeing. But pushing kryptonite is pushing kryptonite, and it has to be stopped.
Rhee-buffeted?
We don’t know for certain that controversial DC Schools Chancellor Michelle Rhee will depart DC when her boss’s term ends — and it will end soon — but it seems very likely. Assuming she does leave, there is a big education lesson to be learned from Adrian Fenty’s re-election loss: Relying on crusading politicians to successfully and permanently reform a government schooling monopoly is a recipe for crushed hopes. Politics is simply too volatile — and enacting tough reforms too politically risky — for even good reforms to be sustained. It’s just another reason that the key to truly sustainable reform is school choice, in which parents control education funds, educators have to compete and perform for business, and children are no longer buffeted back and forth by the ever-changing winds of politics.
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