Tag: schools

Slight Correction to My DC Per Pupil Spending Figure

In my IBD piece today I gave total per pupil spending in DC as $29,000 per pupil. That was based on an official k-12 audited enrollment count of 44,681, which I was told by a district official included the special needs students placed by the district in private schools. It turns out this was not the case, so we have to add in the special needs students to arrive at the total enrollment figure. Unfortunately, I wasn’t able to get that enrollment correction into the IBD in time for publication. Its impact on per pupil spending is not large, however.

The grand total audited enrollment was 48,353 students. From that we have to subtract 997 students in adult education programs and 1,498 students in preschool programs who are not covered by my k-12 budget calculations. That leaves us with a k-12 audited enrollment of 45,858. Dividing that in to the District of Columbia’s $1.3 billion k-12 education budget yields a per pupil spending figure of about $28,000.

Want to Know Why the U.K. Tory Party Is Revamping its Development Policy?

If so, just pick up a copy of James Tooley’s The Beautiful Tree: A Personal Journey into How the World’s Poorest People Are Educating Themselves.

The Tories have looked at the evidence amassed by James and his colleagues (see p. 36 of their new report) and concluded that the best way to advance education in developing countries is to encourage and support existing entrepreneurial schools that are already serving the poor. And if the polls are any guide, that will likely be official government policy in the U.K. before too long.

Congratulations to James, Pauline Dixon, and their wonderful team for bringing sanity to the development policy debate.

How California’s Schools Brought the State to its Financial Knees

As we watch California struggle with a budget deficit larger than the entire Iranian government’s budget, it’s worth exploring how the state got there. The biggest contributing factor: a staggering collapse in educational productivity.

In 1974-75, California spent $1,373 per pupil on k-12 public schooling. By 2006-07, it was spending $10,937. Adjusting the earlier figure for inflation (to $5,286 in 2007 dollars), that still represents a more than doubling in real spending per pupil.

Of course, if California public schools had doubled student achievement and eliminated dropouts, that might justify their staggering increase in cost. They haven’t.  On the most reliable available measure of state academic achievement trends, the NAEP, California public school students have seen their scores go up by about 0.2% per year at the 4th and 8th grades since state-level data became available in 1990.  In other words, the state’s scores have barely budged from the low position they have long occupied. As a 2005 RAND paper observes:

California placed 48th out of 50 states on the average NAEP score across all tests, just above Louisiana and Mississippi… California’s low scores cannot be accounted for by the high percentage of minority students. California’s scores for students from families with similar characteristics are the lowest in the nation: It ranks 47th out of 47 states when we compare scores for these students.

California is in budgetary hell because of a massive collapse in the productivity of its public schools. If the public schools had just maintained the productivity level they enjoyed in 1974-75, taxpayers would now be saving $36 billion annually. That’s $10 billion more than the deficit the state is currently facing.

It’s not hard to understand why: public schooling is a monopoly. There is no field within the free enterprise sector of the economy that has had a similarly horrendous productivity collapse over the past 35 years.

California can work its way back to fiscal sanity, and jump-start educational improvement, by encouraging entrepreneurship in education via k-12 education tax credits like this one.

Who’s Blogging about Cato

Here’s a roundup of bloggers who are writing about Cato research, commentary and analysis. If you’re blogging about Cato, cmoody [at] cato [dot] org (let us know.)

  • Freedom Politics blogger Thomas J. Lucente Jr. cites foreign policy expert Christopher Preble in a post about the U.S. military withdrawal from Iraq.
  • Writing about the political situation in Honduras, Patrick Murphy draws from Juan Carlos Hidalgo’s analysis on the president’s removal.
  • At the Americans for Tax Reform blog, Tim Andrews cites David Boaz’s post that lists the “taxes proposed or publicly floated by President Obama and his aides and allies.”
Topics:

Duncan Balls

It seems U.S. education secretary Arne Duncan and British schools secretary Ed Balls disagree on the merits of national standards. While Duncan has said that homogenizing educational standards nationwide is his single most important goal while in office, Balls has just pulled the plug on the U.K.’s 10 year experiment with national reading and math strategies. He told the media:

I think the right thing for us to do now is to move away from what has historically been a rather central view of school improvement through national strategies to something which is essentially being commissioned not from the centre but by schools themselves.

The problem with saying that every 5th grader in the nation should learn the same things at the same time is that all 5th graders are not created equal. Some are better at math than reading. Some the reverse. Some are quick learners across the board. Some are slower. To deny this is ridiculous, but to acknowledge it is to admit that homogenized standards in a system that groups students rigidly by age is educational malpractice.

Even if kids were all identical automatons, national standards wouldn’t drive excellence. It is the incentive structure of the free enterprise system that has driven progress in all the fields that have actually progressed – not externally-imposed standards.

What America needs for an educational renaissance is to release schools and families from the shackles of monopoly, and re-inject the freedom and incentives that kindle innovation and efficiency. Sitting 50 million Jills and Johnnies down on a conveyor belt that drags them all through their studies at the same pace makes no sense.

Public Schools Are the Future of Charter Schooling

For years we’ve been told that charter schools are the future of public schooling. The reverse is true.

The pattern in publicly funded education, both domestically and internationally, has always been one of increasing regulation over time, and of the triumph of producer interests over the interests of parents and children. Public schools in the late 1800s had considerably more autonomy than do most modern charter schools. Over time, public schools have come under the sway of centralized bureaucracies dominated by employee unions.

That same pattern is playing out in the charter school sector. As the Associated Press reports today, the American Federation of Teachers has just signed several more collective bargaining agreements for charter school teachers in New York City and Chicago. Meanwhile, federal education secretary Arne Duncan has been calling for more government “accountability” (read: “regulation”) for charters, singing from the union’s hymnal. From the AP:

AFT president Randi Weingarten said the administration’s push for more charter schools must come with stricter regulation.  “You can’t do one without the other,” Weingarten said.

Duncan struck the same tone Monday, saying that only high-quality charters should be allowed to operate.

If you want to know what charter schools will look like in a generation or so, just look at the public school status quo.