Tag: education

Obama, Romney, Teachers, and Choice

Jay Greene has an excellent piece in the Wall Street Journal this week revealing that the teacher workforce has grown dramatically over the past forty years—and at enormous cost—without improving student achievement by the end of high school. And he rightly disparages President Obama for arguing that even more teachers would somehow do the trick. Even better, Greene notes that American education will not reverse its productivity collapse and become efficient until we allow it to benefit from the freedoms and incentives of the marketplace.

But then Jay cites Governor Romney’s goal of “voucherizing federal education funds so that parents can take those resources and use them to send their children to schools of their choice,” and he does so with apparent approbation. Even ignoring the fact that the Constitution does not empower Congress to run education programs, this is a very dangerous idea.

There has been no civilization in the history of humanity in which governments have paid for private schooling without ultimately controlling what was taught and who could teach, erecting barriers to entry and thereby crippling market forces.

For that reason, I recommended against a federal voucher program under the Bush administration. Since then, additional evidence has come to light. When I studied the regulatory impact of U.S. private school choice programs last year I found that even the small existing U.S. voucher programs do indeed impose a heavy and very statistically significant additional burden of regulation on participating private schools.

Perhaps a way will be found to enact and maintain minimally regulated voucher programs in the coming years. Until that time comes, it would be the height of folly to introduce a federal voucher program whose regulations would suffocate educational freedom from coast to coast.

In my statistical study of choice program regulation, I found that K-12 tax credit programs do not impose a statistically significant extra burden of regulation on private schools. But even a national K-12 tax credit program would be far too dangerous. By leaving education policy to the states and the people, we can see which programs flourish and which become sclerotic. We must encourage and learn from that policy diversity, not squelch it with federal programs or mandates.

Another Newspaper Attempts Suicide

Last Friday, the often-respectable newspaper Education Week published a blog post that seems designed to destroy its credibility. The piece makes a claim so egregiously false that it could have been caught by a motivated 10-year-old using a second-rate search engine:

A growing number of countries are surpassing the United States in student performance and are spending less per student than the United States.  Not one has used choice and market incentives to do it.

In fact, according to the latest PISA international test results, the Netherlands, Belgium, Australia, and Canada all significantly outperform the United States in every subject tested. They also all spend less than the United States per pupil, and make use of choice and market incentives such as competition between schools, to varying degrees. The Netherlands, for example, has had a universal public and private school choice program for the last 95 years, which, according to the National Center on Education and the Economy is “one of the [Dutch] education system’s primary strengths.”

Could the author of the Education Week commentary possibly be ignorant of the Dutch and other examples that flatly contradict his claim? That seems unlikely since he is the president of the National Center for Education and the Economy.

In addition to its central falsehood, the piece also relies on an oversimplified and flawed understanding of how to draw lessons from foreign educational experiences. It fails to consider the very different cultural, demographic, and economic conditions prevailing in different countries and therefore offers no basis for apportioning responsibility for a nation’s educational outcomes between environmental factors and the design of its school system.

That is an unforced error, because there is a reliable way of learning from the educational experiences of other nations: within-country comparisons of different education systems. Many nations have two or more education systems operating side-by-side, sometimes in similar communities and sometimes in the same communities. By comparing the relative performance of these systems within countries (taking into account any differences in student/family background across sectors) it is possible to avoid the confounding variables that plague between-country comparisons.

When I surveyed this within-country scientific literature for the Journal of School Choice I found 150 separate statistical findings reported by 65 papers. The results not only favored private over government provision of schooling, they revealed that the most market-like, least regulated school systems have the biggest advantage over state school monopolies such as are the norm in the United States.

It is disappointing to see Education Week publish such obviously false and confused twaddle. If it wishes to remain a serious publication it should establish some minimal standards for the veracity and coherence of its commentary and enforce them with at least a cursory editorial review.

Public School Spending. There’s a Chart for That!

What better time than back-to-school season to revisit the trends in U.S. student achievement and public school spending? With that thought in mind, I present a newly updated version of my chart showing the total amount spent over the course of a single student’s k-12 career, along with student achievement trends for 17-year-olds. The achievement data come from the Department of Education’s own National Assessment of Educational Progress “Long Term Trends” series, which regularly tests nationally representative samples of U.S. students, drawing from the same pool of questions in use since the tests were first administered around 1970. These are the best data we have on what our kids know by the end of high school and how much it has cost to get them there.

In the past, some readers have wondered if the use of two separate scales ($ on the left and % on the right) might skew the way we perceive these numbers, making the public school productivity collapse look worse than it really is. To allay that concern, I present an alternate version of the chart that places all the data on the same percentage scale. Alas, the second picture is no less bleak than the first.

If music players had suffered the same cost/performance trends we’d all still be lugging around cassette boom boxes, but they’d now cost almost $1,800…. Aren’t you glad we didn’t give tax-funded state monopolies to 19th century Victrola manufacturers?

Obama Must Not Read Our Stuff

The topic of this weekend’s weekly presidential radio address was education. The message? You guessed it: The federal government needs to “invest” more in education – as do other levels of government – but instead they are making cuts.

At this point I don’t know what more can be said to show how nonexistent is the connection between federal spending and actual education. As we at Cato’s Center for Educational Freedom have pointed out on countless occasions, federal and overall spending on public schooling has skyrocketed for decades as test scores have laid motionless; staffing has ballooned at the same time; Head Start has almost no lasting benefits; and federal higher ed spending largely enables massive price inflation and encourages people to enter college but not finish.

The evidence, frankly, is overwhelming that federal education “investment” is really just flushing precious money down the toilet. Which makes me think that maybe President Obama doesn’t read our stuff. Or maybe he just doesn’t care.

Larry Summers: Uncle Sam Is No Bill Shatner

In today’s Washington Post, Larry Summers writes:

[I]ncreases in the price of what the federal government buys relative to what the private sector buys will inevitably raise the cost of state involvement in the economy. Since the early 1980s the price of hospital care and higher education has risen fivefold relative to the price of cars and clothing, and more than a hundredfold relative to the price of televisions.

Perhaps the lesson to be drawn is that government should buy less stuff? Maybe then prices in the health and education sectors would behave like the prices for cars, clothing, and televisions.

Yes, Nationalizing Facebook Is a Nonstarter

The other day, I was asked to review a draft slate of pro-innovation proposals that might be put before the next presidential administration (regardless of who heads it). I went down the list, typing again and again, “Education policy is not a federal role.”

The rather amateurish list was packed with ideas for injecting book-learnin’ into our economy. It betrayed little awareness of how our constitutional republic is structured, including the absence of federal authority over education. I guess some books are better than others

It occurred to me as I typed that people coming after me to look over the innovation proposals might think I was an idiot.

“Look right there! There is a federal Education Department. Don’t deny it!” they might say.

When I say education policy is not a federal role, I am saying something normative, about how things should be. As a present-day literal matter, there is rather obviously a federal role in education. And the sooner we restore authority to localities and especially parents, the better.

That how-things-could-be lens, though, is how to look at a self-described “thought experiment” on Slate called “Let’s Nationalize Facebook.”

It would be better to have a national privacy commissioner with real authority, some stringent privacy standards set at the federal level, and programs for making good use of some of the socially valuable data mining that firms like Facebook do. … Facebook would have to rise to First Amendment standards rather than their own terms of service. The company could be regulated the way public utilities often are.

It’s thinking far more magical than my statements about education policy.

Were Facebook nationalized, its privacy problems would not evaporate. They would double. The obscure (and, for some, concerning) uses Facebook makes of data in commerce would be joined by secret uses of data and equivocal denials by military spymasters.

Would Facebook be prevented from “serving authoritarian interests”? Tell that to the activist/whistleblower who has been driven into the arms of Ecuador, of all countries, because he fears extradition to the United States.

Public utility regulation of social media has already been made mincemeat. Nationalizing Facebook is indeed a nonstarter.

“If only we elected the right people,” our friends on the left seem to think, “things would be better. If only our elected officials dedicated their lives to careful balancing of our precious American values, if we got a real regulator in there, if only they didn’t come under outside pressure…” If only, if only, if only.

It is quite conceivable to have some wise and neutral authority make better decisions about how every organ of society might operate. I think this dream is what brings our friends on the left to believe so strongly in increasing government control over society.

The thing is, it is quite impossible for that wise and neutral authority ever to exist.

We can go to the aphorisms—“Power tends to corrupt, and absolute power corrupts absolutely”; we can go to school: the public choice school of economics, specifically; or we can go to the lessons of history to show that there is not a beneficent government in the kitchen, lovingly brewing coffee for you, when you wake from your ‘democratic’ dream.

My dream of having education policy restored to its rightful place with localities and families is more likely—well, I’ll put it this way—less unlikely than a powerful, all-seeing, yet benign central government.

Celebrating Milton Friedman

Today is the 100th anniversary of Milton Friedman’s birth and wonderful pieces have appeared all over the Web to commemorate the occasion. I particularly like Stephen Moore’s editorial in the Wall Street Journal, and economist Bryan Caplan’s brief but thoughtful blog post.

To add to the celebration, we’ve put together a brief interview with Bob Chitester, producer of Milton’s “Free to Choose” documentary series, and provided a link to the site where you can watch the whole thing for free. I’ve also added a few thoughts of my own on Milton’s impact on the school choice movement, and the high standards he set in his life and work.