GAO: Dept. of Ed. Suffers Oversight Deficiencies
A report released today by the federal government’s non-partisan General Accounting Office finds deficits in the Department of Education’s financial and program oversight. According to the GAO, “These shortcomings can lead to weaknesses in program implementation that ultimately result in failure to effectively serve the students, parents, teachers, and administrators those programs were designed to help.”
The GAO’s findings are consistent with the longstanding pattern: for forty years, Americans have steadily increased spending on public schools without any resulting improvement in student performance by the end of high school (see the figures here and here).
The Obama administration has touted its $100 billion in education stimulus spending as a key to long term economic growth. What the data show, however, is that higher spending on public schools over the past two generations has not improved academic outcomes. And economists such as Stanford’s Eric Hanushek have shown that it is improved academic achievement, not higher public school spending, that accelerates economic growth.
So if the administration is serious in wanting education to boost the American economy, it must support reforms that are proven to significantly raise achievement, such as those that bring to bear real market freedoms and incentives — programs like the DC private school choice program that the administration has decided to kill despite its proven effectiveness.
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.
Is Michelle Obama Right about Teachers?
First Lady Michelle Obama wrote yesterday in US News and World Report that we face a teacher shortage. She laments that up to a third of current teachers could retire in the next four years. The solution, she says, is to embark on an aggressive and multifaceted teacher recruitment campaign.
But here’s an interesting thought: What if a million teachers really did retire in the next four years, and we only replaced half of them?
Catastrophe? Millions of kids without teachers? Nope. In fact, we’d still have a lower pupil/teacher ratio than we did in 1970. Back then, we had 2 million teachers for 45.5 million students. Today, we have 3.2 million teachers for not quite 50 million students.
For the past 40 years, we’ve added teachers a lot faster than we’ve added students. In fact, we’ve added other staff even faster. As a result, the total staff to student ratio has gone up by nearly 75% since 1970.
There are plenty of critical problems with American education, but a looming crisis in the size of the teaching workforce is not one of them.
Zero Tolerance for Difference
When both the New York Times and Fox News poke fun at a school district it’s a good guess that district has done something pretty silly. That seems to be the case in Newark, Delaware, where the Christina School District just suspended a 6-year-old boy for 45 days because he brought a dreaded knife-fork-spoon combo tool to school. District officials, in their defense, say they had no choice — the state’s “zero tolerance” law demanded the punishment.
Now, the first thing I’ll say is that I was very fortunate there were no zero-tolerance laws — at least that I knew of — when I was a kid. Like most boys, I took a pocket knife to school from time to time, and like most boys I never hurt a soul with it. (I’m pretty sure, though, that I was stabbed by a pencil at least once.) I also played a lot of games involving tackling, delivered and received countless “dead arm” punches in the shoulder, and brought in Star Wars figures armed with…brace yourself!…laser guns! I can only imagine how many suspension days I’d have received had current disciplinary regimes been in place back then.
Before completely trashing little ol’ Delaware and all the other places without tolerance, however, there is a flip side to this story: Some kids really are immediate threats to their teachers and fellow students. And as the recent stomach-wrenching violence in Chicago has vividly illustrated, there are some schools where no one is safe. In other words, there are cases and situations where zero tolerance is warranted.
So how do you balance these things? How do you have zero-tolerance for those who need it, while letting discretion and reason reign for everyone else? And how do you do that when there is no clear line dividing what is too dangerous to tolerate and what is not?
The answer is educational freedom, as it is with all of the things that diverse people are forced to fight over because they all have to support a single system of government schools! Let parents who are not especially concerned about danger, or who value freedom even if it engenders a little more risk, choose schools with discipline policies that give them what they want. Likewise, let parents who want their kids in a zero-tolerance institution do the same.
Ultimately, let parents and schools make their own decisions, and no child will be subjected to disciplinary codes with which his parents disagree; strictness will be much better correlated with the needs of individual children; and perhaps most importantly, discipline policies will make a lot more sense for everyone involved.
Filed under: Education and Child Policy; Law and Civil Liberties
Repeat after Me: “We Are All Individuals”
A millennium or so ago, Steve Martin played a stadium with his stand-up act. He got the crowd of tens of thousands to repeat a series of statements in unison. My favorite, for sheer irony: “We Are all Individuals.”
But, the thing is, we are.
This is why I never cease to be amazed by disagreements like the one currently playing out between the curriculum groups “Common Core,” and “Partnership for 21st Century Skills.”
Is there really one curriculum that is right for every child in this nation of 300 million people? Really?
Rather than fighting a winner-take-all Shootout at the O.K. Curriculum, which is what our illustrious leaders seem to want, how about this peace-loving alternative: we let teachers teach whatever and however they want, and we let families choose and pay for whichever schools they think are best for their kids (with financial aid for those who need it).
‘Cause the thing is, a quarter century of econometric research is repeating, in Steve-Martin-Like unison that: educational freedom works.
Staid Speech Is Cold Comfort
After all of the rancor last week over his planned back-to-school address, it was predictable that in the end President Obama would offer a largely non-controversial speech about working hard and staying in school. If he sticks to the text released today, that is pretty much what he will do. Unfortunately, whether or not that was his original intent – and no one knows for sure but the President and his advisors – many Obama supporters will likely use the relatively staid final product as grounds to smear people concerned about the speech as right-wing kooks or out-of-control partisans. At the very least, such an outcome would be in keeping with a lot of the email I’ve gotten since the story first broke. But it will miss several critical points:
- No matter how innocuous the content of the speech, this could certainly be an address with very political goals, intended to cast the president in the warm glow of a man who just cares about kids. From kissing babies, to photo-op reading sessions featuring cute tikes on classroom floors, this could be just another instance of the old practice of using children as props for political gain. And how presumptuous of the president to make himself – rather than the children, their teachers, and their schools – the center of attention on what is the first day of school for millions of kids. Finally, add the parts of the speech that sound like the President patting himself on the back for overcoming difficulties as a youth, and the speech could easily have political aims.
- Many people feared, thanks to politically and ideologically suggestive lesson guides created by the U.S. Department of Education, that the speech would be an effort at indoctrination. Critically, it was only after very loud, initial outrage that the Department made changes to the guides and the White House announced it would release the text of the speech ahead of time. Yet administration defenders act like everyone knew from the outset that the speech would just be about working hard and staying in school. And who knows what the speech might have looked like had there not been so negative an initial reaction.
- Despite its generally innocuous tone, the speech does contain some controversial political and ideological assertions, including that “setting high standards, supporting teachers and principals, and turning around schools” is the job of the federal government. Also, the things the President highlights as worthy aspirations are disproportionately government and non-profit work. And then there’s this self-aggrandizing assertion: “Your families, your teachers, and I are doing everything we can to make sure you have the education you need to answer these questions. I’m working hard to fix up your classrooms and get you the books, equipment and computers you need to learn.”
- Ultimately, no matter what happens now that the speech has been published, one thing cannot be ignored or spun: When government controls education, wrenching political and social conflict is inevitable. Americans are very diverse – ideologically, ethnically, morally, religiously – but they all have to support a single system of government schools. As a result, they are constantly forced to fight to have their values and desires respected, and the losers inevitably have their liberty infringed. In this case, reasonable people who want their children to hear the President must fight it out with equally reasonable people who do not want their children to watch the speech in school. It’s a situation completely at odds with a free society, but as we have seen not just with the current conflict, but seemingly endless battles over history textbooks, the teaching of human origins, sex education, and on and on, it is inevitable when government runs the schools. Which is why the most important lesson to be learned from this presidential-address donnybrook is that Americans need educational freedom. We need universal school choice or crippling conflicts like this will keep on coming, liberty will continue to be compromised, and our society will be ripped farther and farther apart.
Filed under: Education and Child Policy; Government and Politics
Captain Louis Renault Award: Politics in Government Schools?!*
As Neal and Andrew have already covered extensively, President Obama is set to address the nation’s school children, and the Secretary of Education has sent out marching orders to government teachers and lesson plans for the kids.
The administration has now backpedaled from a classic political gaffe and cleaned up the most offensive aspects; asking kids to write about how they can help, explain why its important to listen to political leaders, etc.
But I think a couple of points deserve repeating.
From a push for vastly expanding federal involvement in preschool and early education to home visitations in the health care bills, the government remains intent on expanding its dominion (And hot on the heels of President Bush’s massive expansion of federal involvement in schools).
But this problem didn’t begin with Obama and won’t end with him. Politics in the schools is what we get when the government runs our schools.
Don’t want your kids indoctrinated by government bureaucrats, special interests, or the President?
Private school choice is the only remedy, and education tax credits are the increasingly popular and successful way to deliver it.
When will a critical mass of the people realize that it is dangerous and destructive to allow the government to control the education of our children and finally do something about it?
* Captain Louis Renault reference
I Would Rather You Just Said “Thank You, Private Schools,” and Went on Your Way…
Some well-known bloggers are being terrible bullies, beating up on private schools.
Felix Salmon kicks things off by hoping the government tightens the definition of a “charitable” organization and begins taxing private schools who don’t “do a bit more to earn it.” Matt Yglesias agrees that private schools are mooching deadbeats and ups the ante, calling them actively harmful as well. Finally, Conor Clarke at The Atlantic agrees, but makes the other two look like panty-waists by proposing the government radically narrow what is considered a charity in the first place.
Yglesias even has the temerity to indict private schools for the failure of NYC public schools:
And as best one can tell, their main impact on the common weal is negative, drawing parents with resources and social capital out of the public school system and contributing to its neglect. You’d have to believe that New York City’s public schools would be both better funded and free of this kind of nonsense if a larger portion of the city’s elite were sending their kids to them.
Really? Would we have to believe what Yglesias says? No, it’s not “the best one can tell.” According to the evidence, Yglesias’ breezy, offhand accusation is demonstrably wrong. Increased competition from private schools actually improves public school performance.
And the more kids who leave public to go private, the more money the schools have for the kids who remain.
What ingrates. They complain about the lost tax revenue while dismissing out of hand the billions of dollars that parents and donors spend every year to educate children outside the government system. They dismiss the fact that these parents and donors are saving taxpayers in the neighborhood of $60 Billion a year based on current-dollar public school spending and the number of kids in private schools.
Finally, if this is all about rich people getting a free ride, why aren’t these guys screaming about means-testing public schools? Why shouldn’t we charge rich parents tuition to attend public schools? If a charitable deduction for private schools is so bad, why isn’t a free public education even worse?
Does Watching Whales Make You a Better Teacher?
Years ago, talking with a public school teacher friend of mine at the end of the school year, she told me how excited she was about her impending orca whale watching outings in the San Juan Islands. Not only would it be a blast, but it would count as a continuing education credit (toward a master’s of education degree, as I recall) that would boost her salary substantially.
Normally, I bite my tongue in such situations. But before I could stop myself I blurted out the question: “Is watching whales going to make you a better teacher?”
The lack of any relationship between education master’s degrees and student achievement is acknowledged in a recent study from the Center for American Progress by Marguerite Roza and Raegen Miller. In fact, Roza and Miller find that states waste $8.6 billion every year paying for master’s degrees that do nothing to improve student performance. Ironically, the state that offers the highest wage bump to teachers who obtain an M. Ed. ($10,777) is my home state of Washington.
Watching whales may not do much for your students, but it does wonders for your pocketbook. (HT: Joanne Jacobs)
Those Who “Serve” Us Celebrate
Those who think that the college-educated, or soon to be so, should have more and more of their education funded by taxpayers – whether those taxpayers themselves attended college or not – are shooting off the fireworks a bit early this year, celebrating increasingly generous federal aid going into effect today.
Perhaps the most galling part of all the increasingly free-flowing aid is how much is being targeted at people who work in “public service.” Ignoring for the moment that the people who make our computers, run our grocery stores, play professional baseball, and on and on are all providing the public with things it wants and needs, to make policy on the assumption that people in predominantly government jobs are somehow selflessly sacrificing for the common good is to blatantly disregard reality.
Consider teachers, as I have done in-depth. According to 2007 Bureau of Labor Statistics data, adjusted to reflect actual time worked, teachers earn more on an hourly basis than accountants, registered nurses, and insurance underwriters. Elementary school teachers – the lowest paid among elementary, middle, and high school educators – made an average of $35.49 an hour, versus $32.91 for accountants and auditors, $32.54 for RNs, and $31.31 for insurance underwriters.
So much for the notion that teachers get paid in nothing but children’s smiles and whatever pittance a cruel public begrudgingly permits them.
How about government employees?
Chris Edwards has done yeoman’s work pointing out how well compensated federal bureaucrats are, noting that in 2007 the average annual wage of a federal civilian employee was $77,143, versus $48,035 for the average private sector worker. And when benefits were factored in, federal employee compensation was twice as large as private sector. But don’t just take Chris’s word and data to see that federal employment is far from self-sacrificial – take the Washington Post’s “Jobs” section!
And it’s not just federal employees or teachers who are making some pretty pennies serving John Q. Public. As a recent Forbes article revealed, it’s people at all levels of government, from firefighters to municipal clerks:
In public-sector America things just get better and better. The common presumption is that public servants forgo high wages in exchange for safe jobs and benefits. The reality is they get all three. State and local government workers get paid an average of $25.30 an hour, which is 33% higher than the private sector’s $19, according to Bureau of Labor Statistics data. Throw in pensions and other benefits and the gap widens to 42%.
Recently, my wife and I have been watching the HBO miniseries John Adams, and I couldn’t help but make the observation: In Adams’ time, many of those who served the public truly did so at great expense to themselves, often risking their very lives and asking little, if anything, from the public in return. Today, in contrast, many if not most of those who supposedly serve the public do so at no risk to themselves – indeed, unparalleled security is one of the great benefits of their employment – but are treated as if their jobs are extraordinary sacrifices. And so, as we head into Independence Day, it seems the World has once again been turned upside down: In modern America, the public works mightily to serve its servants, not the other way around.
Filed under: Education and Child Policy; Tax and Budget Policy
Education Tax Credits Pass in Indiana
Despite the economy and the dogged opposition of powerful Big Ed, education tax credits are surviving and thriving. The latest state to jump into k-12 tax credits is Indiana. From the Friedman Foundation yesterday:
Indiana lawmakers today approved a $2.5 million scholarship tax credit program in the home state of the Friedman Foundation for Educational Choice. The new scholarship program was inserted into the state’s budget and won approval in the late hours of the special legislative session. The bill, which passed the Senate 34-16 and the House 61-36, now goes to the governor who is anticipated to sign it in the coming days.
Unfortunately, the credit is only 50% for each dollar donated, unlike the more powerful ones in PA, FL, and AZ. But I know Friedman, School Choice Indiana and their allies will be fighting hard in coming years to increase the credit amount and program cap.
Sounds like Governor Mitch Daniels deserves kudos for keeping the bill in his budget and pushing for the program. And the word is that around 27 percent of the House Democrats voted for the budget despite the tax credit and virtual charter school programs that the teachers unions opposed. Big Ed ain’t what he used to be.
School Choice, Not Stalemate
A Washington Post editorial today rightly laments the seemingly insurmountable impasse reached by D.C. Schools Chancellor Michelle Rhee and the Washington Teachers Union. Actually, scratch the WTU – I mean the American Federation of Teachers, the WTU’s parent organization, which has essentially taken over the negotiations because it thinks giving into much higher pay for somewhat less job security would be a disaster of national proportions. But the union’s stifling full court press isn’t what primarily bothers the Post. It’s that lowly John Q. Public isn’t getting even a crumb of information from the power brokers about major decisions that are all supposed benefit his kids.
But since when did the best interests of kids or the public really matter in public schooling decisions? Sure, parents and regular citizens can vote every few years, but what the heck else can they do? They can’t stop paying the taxes that fund both chancellors and teachers. They can’t form their own union and require teachers and chancellors to negotiate with them. All they can do is complain, and it’s pretty hard to hear them when you’re behind closed doors, arguing with some other guy about which one of you should be king.
And to think, someone thought it was a good idea to kill a program that actually gives parents some power…
Selflessly Giving…to Themselves
I wasn’t going to write about this because it is purely anecdotal, but Chris Edwards’ post on the generous compensation of federal employees, and the constant denial of that generosity by those employees’ representatives, inspired me to ingore my reservations.
A couple of days ago, I was driving through the streets of D.C. and ended up behind what appeared to be a new, black Jaguar. Now, trailing a Jag wasn’t all that extraordinary — D.C. is home to a lot of fancy cars. What was extraordinary was the wholly inconsistent declaration printed on the frame of the status symbol’s license plate: “Proud to be a social worker.”
It seemed wholly inconsistent, I should say, except, again, fancy automobiles are common on the streets of D.C., even though the District is supposed to be a city populated with “public servants.” So this public-serving D.C. driver was perhaps out of the ordinary for his implied candor, but is no doubt far from alone in serving himself at least as much as he’s serving others.
Of course, systemic evidence like Chris presents on federal workers, or I present on teacher compensation, indicates much more conclusively than my automotive observations that public-service-as-a-synonym-for-sacrifice is largely a political myth, a narrative repeated by public employees to win your sympathy while they grab for your wallet. Which is not to say that social workers, teachers, federal bureaucrats, etc., aren’t motivated to help others – no doubt many are – but like all of us, they’re also highly motivated to help themselves. And since their compensation comes through politics, it is making the public believe that they live tough, self-sacrificial lives that is, ironically, the key to their living the Good Life.
Filed under: Education and Child Policy; Tax and Budget Policy
The Price of Ignorance
We here at Cato’s Center for Educational Freedom spend a lot of time just trying to help people get their facts straight. You know, providing information that clearly shows that government schools are not the foundation of American democracy, or itemizing programs to show that school choice is not a political failure. That sort of thing.
Well, a new study in the journal Education Next demonstrates why just getting people solid information is so important: When the public has just a few basic facts about such things as public school expenditures or teacher salaries, support for heaping more dough on our sinkhole public schools takes a pretty big dip.
On spending, investigators William G. Howell and Martin R. West found that people provided with actual per-pupil expenditure data for their districts were significantly less likely to support increased spending, or to think that increased spending would improve student learning, than were respondents not given such data. Only 51 percent of respondents informed about actual outlays thought spending should be increased, versus 61 percent of uninformed respondents, and only 55 percent of informed respondents were confident that more spending would improve student learning (versus 60 percent of uninformed). Those levels are still way too high in light of the at-best very weak correlation between spending and achievement, but they do show that when people have good data to go on they tend to approach spending more rationally.
How about teacher salaries? Unfortunately, Howell and West didn’t inform respondents about teacher pay using hourly earnings, which in light of the relatively small number of hours teachers work is the fairest way to judge how well they are paid. The effect of knowing even annual salaries, however, is telling: While 69 percent of uninformed respondents supported increasing educator salaries, only 55 percent of informed people thought teacher salaries should be bolstered.
So when it comes to American education, it seems a little knowledge, far from being a dangerous thing, can be a pretty big step in the right direction.
Why Should We Pity These People?
A couple of weeks ago, I ripped apart a factually anemic but all-too-typical USA Today article decrying the plight of student debtors. Today, the grand journalistic tradition of anecdote-and-pity laden reporting on student debt continues with offerings from Business Week and The New York Times.
In an article about tight times for student loan forgiveness programs, The Old Gray Lady sticks with the journalistic tried-and-true by leading with an extreme anecdote that readers, presumably, are supposed to see as illustrating typical suffering:
When a Kentucky agency cut back its program to forgive student loans for schoolteachers, Travis B. Gay knew he and his wife, Stephanie — both special-education teachers — were in trouble.
“We’d gotten married in June and bought a house, pretty much planned our whole life,” said Mr. Gay, 26. Together, they had about $100,000 in student loans that they expected the program to help them repay over five years.
Then, he said, “we get a letter in the mail saying that our forgiveness this year was next to nothing.”
Now they are weighing whether to sell their three-bedroom house in Lawrenceburg, Ky., some 20 miles west of Lexington. Otherwise, Mr. Gay said, “it’s going to be very difficult for us to do our student loan payments, house payments and just eat.”
Please, Mr. Gay (and Mr. Glater, the author of this heart-string puller)! You, and presumably your wife, are only in your mid-twenties, have what appears to be a very nice home according to the picture accompanying the article, and yet have the nerve to assert that taxpayers should eat your student loans lest you not eat at all!
Excuse me if I don’t start singing “We Are the World.”
This is simple greed – you know, the stuff for which the media regularly excoriates “big business” – but readers are expected to see it as suffering because it involves recent college grads. Oh, and grads who have gone into teaching, according to Glater “a high-value but often low-paying” field. That the Gays have felt wealthy enough to buy a house despite holding much greater than normal student debt – and the fact that on an hourly basis teachers get paid on par with comparable professionals – doesn’t present any impediment to the reporter repeating the baseless underpaid teacher myth. It’s all just part of the standard narratives.
Business Week’s piece isn’t much better than the Times’, though at least reporter John Tozzi had the decency not to start off with an emotionally manipulative anecdote of supposed human suffering. His third paragraph, however, centers around “analysis” from the student-centric Project on Student Debt, and he rolls out the ol’ Tale of Woe right after:
“It’s just so frustrating,” says Susan D. Strayer, director of talent acquisition for Ritz-Carlton in Washington. “They tell you to be self-made. They tell you get yourself a good education and you can get yourself into a pretty big hole.” Strayer, 33, has $90,000 in student loan debt from her bachelor’s at Virginia Tech and a master’s from George Washington University. She also has an MBA from Vanderbilt University, which she earned on a full scholarship—but skipped two years of earnings to acquire. Strayer says her monthly loan payments of $600 barely budge the principal on her debt. She doesn’t regret her educational decisions, although she says the debt load has made her put off plans to pursue a consulting side business full-time.
So Ms. Strayer chose one of the most expensive schools in the country —George Washington — for a Master’s (in what we do not know); we have no information about why she chose to finance her education through loans (she and her parents bought new cars, clothes, and stereos instead of saving for college, perhaps?); but we are supposed to feel it is a terrible thing that at 33 she hasn’t been able to start a full-time consulting business. Why is that, exactly?
Thankfully, though he frontloads anecdotes and pity parties, Tozzi ends his piece with a clear, if far too rare, voice of reason:
“It’s easy for me to say, ‘Oh, I have all this student loan debt,’ but I chose to take it and I have to deal with the consequences of that choice,” [24-year-old] Patricia Hudak says. “So many people in my generation think of everything as a short-term investment with immediate return.”
Finally, someone I can truly feel sorry for! Why? Because with journalists cheering it on, Ms. Hudak is exactly the kind of person that our political system will punish, making her pay not only for her own choices, but those of the Gays, Ms. Strayer, and countless other student debtors who really do think that everything, and everybody, should give them an immediate — and huge — payoff.
A Dialogue on School Choice, Part 4
A tax credit bill was recently proposed in South Carolina to give parents an easier choice between public and private schools. It would do this by cutting taxes on parents who pay for their own children’s education, and by cutting taxes on anyone who donates to a non-profit Scholarship Granting Organization (SGO). The SGOs would subsidize tuition for low income families (who owe little in taxes and so couldn’t benefit substantially from the direct tax credit). Charleston minister Rev. Joseph Darby opposes such programs, and I support them. We’ve decided to have this dialogue to explain why. Our closing comments appear below, and the previous installments are here and here and here.
Rev. Joe DarbyClosing Comment
Thanks for the research and references, Andrew, but I don’t live in Milwaukee, Africa or India – I live and grew up in South Carolina, and I remember when my state resisted desegregation. I remember the news reports, white protests and rhetoric about new private schools, where white children would be "safe." Attorney Tom Turnipseed, a repentant racist in Columbia, SC, fought to create those schools and now willingly admits his prejudiced motivation for doing so. That legacy needs to be acknowledged and those schools need to demonstrate that they’ve changed before many citizens will be comfortable with them.
Many white parents who didn’t send their children to private schools in those days simply couldn’t afford to do so without governmental assistance. An irony of American racism is that poor whites have also suffered, but have been culturally conditioned to not collaborate with or trust those of other colors who have common interests.
Having said that, let me keep my promise from my last installment of our dialogue. You noted that some private school parents of modest means have found ways to augment government funding for things like transportation and uniforms. I said that I wasn’t surprised, because good parents will go to great lengths for their children’s well being – and have done so for years without public funding of private schools. My wife and I did so when we were young, struggling parents.
Our sons attended V.V. Reid Kindergarten and Day Care in Columbia, SC – a 54 year old private facility sponsored by Reid Chapel AME Church. That predominately black school has a reputation for excellence and a long waiting list, and now includes an elementary school. The tuition was – and still is – considerable, but we paid it as a matter of parental choice. They also attended and graduated from public elementary, middle and high schools – now labeled as "failing" – and are now very successful men. They attended V.V. Reid with the children of physicians and attorneys and the children of janitors and cooks, but all of those children had one thing in common – their parents paid – and still pay – the full tuition. V.V. Reid does not accept any government funds and the current pastor, Rev. Norvell Goff, says that they aren’t seeking governmental funding and don’t support tuition tax credits and scholarships. As Rev. Goff said, "Parents who care will pay the price."
That points to what most puzzles me about the fight to give private schools public money, allegedly to educate needy children. The idea’s most consistently strident uncompensated supporters in South Carolina are not those of modest means or progressive political mind set, but conservative legislators and interest groups who usually tell the needy to pull themselves up by their "bootstraps" and consistently oppose what they call "handouts" or "pork" for struggling communities. From health care to infrastructure to housing, they condemn governmental involvement in the private sector, but they make a remarkable exception for education. Could they have had a miraculous social epiphany on education, or could they possibly see a financial and social benefit for their constituents and neighbors that wouldn’t be rhetorically prudent in "selling" privatization to struggling families?
I’ll conclude our dialogue with that question, with thanksgiving that a bipartisan, biracial majority of our Senators killed South Carolina’s current privatization legislation last week, and with the wise and true words of SC Education Secretary Jim Rex – when businesses consider locating in South Carolina, they never ask, "How are your private schools." Public education does matter. I’m also sure the issue isn’t entirely dead, so be blessed, take care, and we’ll chat next year.
***
The Rev. Darby is senior pastor of the AME Morris Brown Church in Charleston, and First Vice President of the Charleston Branch of the NAACP.
Andrew CoulsonClosing Comment
You wrote that "dangerous buildings can… be expeditiously made excellent and secure while occupied and before they catch fire…. The chronic inequities in public education can be expeditiously addressed with will and commitment."
"Before they catch fire"? Nearly half of all children in South Carolina drop out before finishing high school. Nearly HALF! Public schooling is burning NOW. It’s been ablaze for decades, reducing countless children’s dreams to ashes. Having another meeting to discuss fire codes would be madness. We need to get a ladder to these kids today.
And "fixed expeditiously with will and commitment"? Spending per pupil has more than doubled in real terms over the past forty years. Two generations of would-be reformers have worked feverishly to improve the system, passing one education bill after another at the state and federal levels, and introducing countless revisions to the curriculum and teacher training policies. Class sizes have been reduced, teachers’ salaries have been raised. Short of ritual sacrifices, there is nothing that has not already been tried, repeatedly, to fix the public schools.
You wrote that "studies on the success of privatization… are a ‘wash’ — each of us can find support for our positions." This is simply not true. As I’ve noted, the research findings comparing market to monopoly schooling all over the world favor markets by a margin of 15 to 1. That’s based on the most comprehensive literature review to date. Social science, while imperfect, is science. And on this point, it is unambiguous.
As for your statement that South Carolina significantly and systematically underfunds rural black districts along the I-95 corridor, I decided to check it out. Using this year’s data from South Carolina’s General Appropriations spending bill, I calculated the average expenditure per pupil: $11,815. For rural districts along the I-95 corridor, it comes to $11,743 — a difference of $72.
You’ve said that, in the wake of the civil war, some middle-class blacks excluded lower-class blacks from their private schools. If that’s true, I would certainly join you in lamenting their behavior. But who is guilty of this cruelty today? Who is currently trying to keep poor young blacks from getting easier access to private schools? The NAACP supports scholarships for low-income students to attend private colleges, but fiercely opposes the same practice at the elementary and high school levels. Who’s blocking the schoolhouse door now?
Fortunately, school choice is advancing despite such misguided opposition. There are dozens of choice programs around the nation, and the best among them are growing rapidly and with bi-partisan support. Some black leaders of your own generation, such as South Carolina Senator Robert Ford, have gotten on board. Even more of the next generation of black leaders, from Corey Booker in New Jersey to Kevin Johnson in Sacramento, are on board as well. And some of the most eloquent voices in support of educational freedom are beneficiaries of school choice.
Perhaps, if you talk with some of the tens of thousands of families benefitting from school choice around the country, you’ll be convinced to join them aboard the educational freedom train. It’s pulling out of the station regardless.
In closing, I’d like to thank you for participating in this exchange. I hope people on all sides of the debate have found it useful.
***
Andrew Coulson is director of the Cato Institute’s Center for Educational Freedom, and author of Market Education: The Unknown History.
School Choice Going, Going, Gone Bipartisan (In Some States)
The USA Today takes note of the fact that support for school choice is growing among Democratic, often black, politicians:
While vouchers will likely never be the clarion call of Democrats, they’re beginning to make inroads among a group of young black lawmakers, mayors and school officials who have split with party and teachers union orthodoxy on school reform. The group includes Sacramento Mayor Kevin Johnson, Newark Mayor Cory Booker and former Washington, D.C., mayor Anthony Williams.
I’d only add that this broadening support is hardly limited to black Democrats, and that support for education tax credits is spreading even more quickly among Democrats. And while choice might never become a Democratic “clarion call,” it just might become the new consensus among serious education reformers in both parties.
For instance, a Democrat-controlled and, I assume, mostly white legislature in Rhode Island passed a donation tax credit. And Democratic governor and legislature in Iowa raised their tax credit dollar cap by 50 percent in 2007. The paper mentions black mayor Corey Booker’s support for school choice in New Jersey, but the white, former Democratic state party chair, and current state Senator Ray Lesniak is also pushing for a donation tax credit bill.
The model case is Florida. When the Florida legislature passed its education tax credit program to fund private school choice in 2001, only one Democrat supported the measure. Last year, the state legislature expanded the program with the votes of one third of statehouse Democrats, half the black caucus and the entire Hispanic caucus.
In the past few weeks, nearly a third of Senate Democrats and half of House Democrats voted to significantly expand the program’s revenue base. Virtually all Republicans did the same, and Republican Governor Crist is expected to sign the bill soon. In all, 43 percent of state Democratic legislators in Florida voted in favor of education tax credits.
The toothpaste is out, and the teachers unions can’t put it back in with all the dues money in the world.
Teachers in the Money
A few months ago, I wrote a report that busted two pervasive education myths: that student loan burdens are crushing recent graduates, and that teachers get paid peanuts. In the paper, I itemized first-year public school teacher salaries in districts around the country, and pointed to Bureau of Labor Statistics research showing that teachers work significantly less time for their salaries than do most other professionals. Even accounting for time teachers work beyond their contracted hours — grading papers at home, meeting with students after school, etc. — teachers work on average 18 fewer minutes a day than other professionals. And that figure does not include summer and other vacations — it is only for the contracted school year. Perhaps most important, at least when it comes to earnings, I noted that that free time can be used to pursue additional employment.
After making my point about how much time teachers work for their salaries relative to other professionals, and noting that teachers can make more bucks with the extra time they have available, I pursued the point no further. But a New York Post article today shows just how much overtime pay intrepid public school teachers, at least in New York City, can make.
At the top end, a teacher at the High School of Telecommunication Arts and Technology made $60,000 developing a data analysis system for numerous schools. That brought his total compensation to $141,159 for 2007-08. A teacher at Chelsea Career & Technical Education HS took in $52,001 of OT teaching night classes at another high school, bringing his total earnings to $152,050 (his base salary was $100,049). And the Post offers several other examples.
Now, some people will read this blog entry as an attack on the big earners in NYC and teachers generally. They will be wrong: What these teachers did to earn their extra dollars might have been worth every penny, I don’t know, and they very likely put in much more time than other professionals to earn all their dough. This does, though, just strengthen the almost irrefutable point I made in my report: On an hourly basis, teachers get salaries comparable to other professionals, and the fact that teachers work many fewer hours to get those salaries gives them significant time to earn extra dough. Sometimes, a LOT of extra dough.
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