“Among several outstanding nominations made by President-elect Obama, I believe Arne Duncan is the best.”
That’s what Senator Lamar Alexander (R-TN) said of now-U.S. Secretary of Education Arne Duncan at his confirmation hearing. Alexander thought that Duncan was a man who truly embraced reform and could work with anybody, and who, like his boss, seemed to really want to get beyond politics.
That was before reality set in.
With the Department of Education’s media-dodging, Friday-afternoon release of a study showing that Washington’s voucher program is outperforming DC public schools at a fraction of the cost, and Duncan’s galling failure to report these results as Congress debated the voucher program’s fate last month, it has become clear that Duncan is far from above playing politics. Of course, he isn’t necessarily calling the shots. He works for President Obama, whom you might recall announced that his children would attend posh, private, Sidwell Friends on a Friday afternoon.
It’s not only on choice that Obama and Duncan are playing the game. They are great at reform-y talk about such things as accountability and high standards, but talk is all they’ve delivered. Oh, that and tens-of-billions of dollars to bail out public schools from which parents should never be allowed to take their kids and money, and which aren’t good enough for the president’s children.
So is the public starting to see that the administration might not be delivering the great change it has promised? It’s hard to tell, but some journalists and education wonks are catching on.
Today, the Denver Post’s David Harsanyi rips into pretty unbelievable protestations by Duncan that he didn’t know about the DC voucher study’s results – or, presumably, that they were even available – at the time Congress was slashing the program’s throat. He also attacks an assertion by Duncan that the Wall Street Journal was being “fundamentally dishonest” in reporting that Duncan’s people refused to answer questions on when they knew about the study’s results.
Now to the wonks. Over on the Fordham Institute’s Flypaper blog, Mike Petrilli takes Duncan to task for his huge-money, huge-talk, little-substance approach to coupling accountability and reform to stimulus riches. But Petrilli doesn’t just offer his own thoughts; he links to similar assessments by a couple of prominent Obama supporters as well.
So is the bloom coming off the Duncan rose, and at least on education, the Obama rose as well? Maybe, though growing critiques do not a fall-from-grace make.
If the honeymoon is over, it is critical that people understand that the Obama administration failing to match rhetoric to reality is hardly unique, except insofar as Obama’s rhetoric has been uniquely persuasive. No, the administration is just traveling the same political rails that all recent administrations have gone down when they’ve claimed – and sometimes even tried – to challenge the status quo.
The Bush administration softened enforcement of No Child Left Behind pretty quickly as the public-schooling monopoly dodged and evaded any meaningful change. NCLB’s predecessor, the Improving America’s Schools Act, was at best weakly enforced by President Clinton. Even Ronald Reagan gave up on major reform when it became clear that far too few members of Congress would take on the then-nascent U.S. Department of Education.
Why can’t politicians deliver the changes to the system that they promise? Because any within-the-system reforms that could be meaningful, such as high standards and tough accountability, ultimately go against the interests of the 800-pound gorillas in education – the teachers unions, administrators associations, bureaucrats, and others whose comfortable jobs are all but guaranteed by the education monopoly. So reformers might win little skirmishes now and then, but no groups have either the will, ability to organize, or resources necessary to defeat in protracted political warfare the people whose very livelihoods come from government schools.
It is not just the awesome political power of special interests, however, that keeps the monopoly in place. As Terry Moe has found, many Americans have a deep, emotional attachment to public schooling, one likely rooted in a conviction that public schooling is essential to American unity and success. It is an inaccurate conviction – public schooling is all-too-often divisive where homogeneity does not already exist, and Americans successfully educated themselves long before “public schooling” became widespread or mandatory – but the conviction nonetheless is there. Indeed, most people acknowledge that public schooling is broken, but feel they still must love it.
So how can we overcome the government-schooling monopoly, which cannot be reformed from within? We must go around it. We must let individuals control their education dollars by giving everyone school choice. We must make education work the same way as the computer, package-delivery, grocery, clothing, toy, and countless other industries, with autonomous providers competing for the business of empowered consumers. Only then will educators have to earn their money by offering something people want, not by controlling politicians.
But what of the public schooling ideology that compels even unhappy parents to support the reform-destroying status quo? How can that be overcome in order to get widespread choice?
Here’s where long, hard work comes in. We must remind the public over, and over, and over again of reality: that forced government schooling has not been a great unifier of diverse people, and has often been a great divider; that Americans for centuries educated themselves without compelled public schooling; that a government monopoly is inherently doomed to failure; and perhaps most importantly, that forcing all people to support a single system of government education, in which either a majority or powerful minority decides for everyone what the schools will teach, is fundamentally incompatible with individual liberty and freedom.
Barack Obama and Arne Duncan are guilty of too successfully portraying themselves as something different, as people above political reality who can and will implement enlightened policies no matter what. For this they deserve to be taken to task. But they are not, ultimately, to blame for yet more empty promises; political reality almost requires such deception. No, government education itself – and too many people’s blind fealty to it – is the root of our education evil.