Tag: education

Not Everyone Needs to Go to College

William F. Buckley famously said that he’d ”rather entrust the government of the United States to the first 400 people listed in the Boston telephone directory than to the faculty of Harvard University.” That was, of course, a swipe at the practical wisdom of those people who spend their lives teaching in ivory towers, and a deserved one. But score one for the egg heads when it comes to identifying the practical reality of modern higher education.

According to a new report from Public Agenda, while college presidents blather on about their impoverished schools and what a tremendous public good higher education is, the professors (at least those that Public Agenda interviewed) are pretty darn realistic about the real problems in academia. This quote, echoed in professorial statements throughout the report, captures exactly what a lot of us libertarian types have been saying for years:

I think a big problem facing higher education is the idea that everybody should get into college. I don’t think everybody is designed to go to college. Not everybody needs to go to college. I know that’s shooting ourselves in the foot, because that’s where our jobs are. The more people show up at our schools, the more jobs we get. Not everybody needs to go to college. Not everybody should. Not everybody’s prepared.

Public Agenda doesn’t identify who the speakers are in its report, but whoever said the bit above – or any of the similar statements about too many people going to college or being pushed to go to college – actually deserves to get tenure.

Bipartisan Support for Choice Grows Every Year

When the Florida Legislature passed its education tax credit program in 2001, only one Democrat supported the measure.

Last year, the legislature expanded the program with votes from one third of statehouse Democrats, half the black caucus and the entire Hispanic caucus.

Last week, nearly half of House Democrats —47 percent—voted to significantly expand the revenue base for the state’s business donation tax credit program. House Republicans voted 100 percent in favor.

And yesterday, nearly a third of Senate Democrats—31 percent—voted to expand the tax credit program. And 92 percent of their Republican colleagues voted for the bill.

In all, 43 percent of state Democratic legislators voted in favor of education tax credits. Governor Crist is expected to sign the bill shortly.

They are not alone.

In 2006, Democratic governors in Arizona, Iowa and Pennsylvania signed new or expanded tax-credit initiatives. That same year, a Democrat-controlled legislature in Rhode Island passed a donation tax credit. A Democratic governor and legislature in Iowa raised their tax credit dollar cap by 50 percent in 2007.

Partisanship on choice is fading away because many politicians have come to realize that school choice saves money and children. The truth is beginning to spread; school choice is the most proven and effective systemic reform available.

The future of education reform is looking bright in the Sunshine State and across the nation.

How Serious Is U.S. Ed. Productivity Collapse

A commenter at Joanne Jacobs’ edu-blog wonders “how serious this ‘collapse’ is.” I offered the following response:

How serious of a collapse is it? Total k-12 expenditures in this country were about $630 billion two years ago (see Table 25, Digest of Ed Statistics 2008). The efficiency of our education system is less than half what it was in 1971 (i.e., we spend more than twice as much to get the same results — see Table 181, same source).

So if we’d managed to ensure that education productivity just stagnated, we’d be saving over $300 billion EVERY YEAR. If we’d actually seen productivity improvements in education such as we’ve seen in other fields, we’d be saving at least that much money and enjoying higher student achievement at the same time.

My guess is that most people would consider saving $3 trillion per decade and more fully realizing children’s intellectual potential are both very important.

Another commenter observes that spending has of necessity increased due to the combination of rising salaries and a failure to deploy new technologies to lower costs. This is true to a point, but the total employee/student ratio in public schools has also grown dramatically over the same period. A few years ago I calculated that taxpayers would save more than $100 billion annually if the public schools just went back to the employee/student ratio of 1970. And the savings are still massive even if you account for a roughly 10% increase in teachers for expanded special education services.

Ultimately, though, you have to ask WHY public schools have failed to use technology to lower costs as virtually every other field has successfully done. The answer is that doing so is difficult and so won’t happen without the freedom and powerful systemtic incentives to MAKE it happen. The only system of freedoms and incentives that makes productivity growth the norm is the free enterprise system.

Who’s Blogging about Cato

Bloggers from all over are discussing Cato’s research and commentary. Here are a couple we found:

  • Net Right Nation editor Adam Bitely has linked to Cato commentary and analysis regularly over the past few months.
  • At the Show-Me Institute Blog, Sarah Brodsky wrote about charter schools, citing a Neal McCluskey’s post about the drawbacks of charter school education programs.

Let us know if you’re blogging about Cato by emailing cmoody [at] cato [dot] org.

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You Just Can’t Say That

Let’s get one thing straight: As I’ve noted on numerous occasions, you can’t look just at National Assessment of Educational Progress (NAEP) results – especially only between two years – and attribute gains or losses to specific laws or programs. There are simply too many variables at play in education – federal laws, state laws, school choice, child nutrition, teacher quality, parents’ attitudes, the weather – to confidently assert that any one is responsible for changing scores. Indeed, it is possible that nothing government has done has had any effect, and every trend just reflects changing attitudes toward education among students themselves.

And yet, some reporters identify something akin to a god variable anyway, as the Associated Press did in its coverage of the new NAEP long-term-trends report:

The biggest gains came from low-achieving students. That is probably not an accident — the federal No Child Left Behind law and similar state laws have focused on improving the performance of minority and poor children, who struggle the most.

Now, there are a lot of problems with this statement, including that several of the lowest-achieving percentiles by age and subject saw no statistically significant changes in scores between 2004 and 2008; many groups had periods of faster gains before NCLB (though we don’t even have clear before and after-NCLB data points); and NAEP offers no income-based score breakdowns, only the proxy of parents’ education – and that just for 13 and 17-year-olds in mathematics. But the biggest problem is that, all of these factual problems aside, there is no way to ascribe score changes to specific laws or government policies. The data just aren’t there.

Fortunately, most of the coverage of the NAEP report has been pretty reasonable, including from the Washington Post and New York Times. But the AP reaches a lot of people, and that means many Americans are going to get “news” about the latest NAEP findings that is little more than unsupportable conjecture.

Educational Productivity Has Collapsed — NAEP

The latest Long Term Trends results of the National Assessment of Educational Progress are out. They reveal a productivity collapse unparalleled in any other sector of the economy.

At the end of high school, students perform no better today than they did nearly 40 years ago, and yet we spend more than twice as much per pupil in real, inflation-adjusted terms. I can’t think of any other service that has gotten worse during my lifetime. Our school system has failed alone.

While the stagnation in overall achievement masks a 3 to 5 percent gain in the achievement of African American 17-year-olds since 1970, the scores for whites at the end of high school are virtually unchanged.

Anyone who points to the slightly higher scores in the early grades as cause for celebration is missing the point. What parents care about is that their children are well prepared for higher education and future careers at the end of their secondary education. The fact that scores have risen somewhat in the early grades means little since those gains evaporate for the vast majority of students by the time they graduate.

Update: The Associated Press story is now out on the Long Term Trends NAEP results… and it doesn’t mention the long term trends. The story only reports changes in achievement over the most recent 4 year interval of a test whose raison d’être is to reach back to the early 1970s. I wonder why…. Fortunately, the Detroit Free Press does a better job.

More on South Carolina School Choice Hearing

State Senator Robert Ford is an African-American, Democratic champion of education tax credits to fund school choice and sponsor of the bill under consideration at this hearing. He has a tendency for quotable lines, and delivered one of my favorite last week.

“For 37 years I lied to myself [about education reform],” Sen. Ford admitted. He’s now determined to shine a light on all of those lies that he swallowed … that the public schools are the only way to help the poor, that we just need one more public school reform and all will be right and good.

Sen. Ford has the courage to admit that he was wrong and face the vicious attacks of his one-time allies for choosing children over public school special interests. And he’s not the type to let go on a matter of justice. I look forward to hearing a lot more from him …

Check in here for updates on school choice in SC and videos from the hearing, and in the meantime, here’s my testimony (speakers were limited to 3 minutes …).