Topic: Education and Child Policy

Teachers Win (a little) at the Supreme Court

The U.S. Supreme Court has just ruled, in Davenport v. Washington Education Association (WEA), that states can require public school employee unions to obtain non-member teachers’ explicit consent before using their compulsory dues for political activities.

Hurray! Sort of.

This ruling is great as far as it goes, and Washington State’s Evergreen Freedom Foundation should be commended for all the hard (and smart) work it put in fighting this case on behalf of the state’s teachers.

This, however, is just a baby step in the right direction. It is still legal for unions to forcibly collect dues from non-members in states all across the country. This is a patent violation of the 13th Amendment’s injunction against involuntary servitude. To work in a public school, teachers MUST pay union dues in “agency shop” states, whether they want to or not. They must work for the financial benefit of others against their will. That is involuntary servitude.

The rationale for this practice is that anyone who benefits from the union’s actions should be compelled to pay for them. By the same argument, anyone who invests money and time landscaping their front yard, and thus raising their own and their neighbors’ property values, would be entitled to accost those neighbors, reach into their wallets, and pull out their “fair” share. Such a practice would be unthinkable, and yet the analogous practice of levying compulsory union dues is the law of the land in many states.

Which presidential candidates, I wonder, will be most likely to appoint justices who can see that simple fact?

“No, man. Danger is my MIDDLE name”

The thing about Austin “Danger” Powers is that he lived up to his middle name. The same can’t always be said for the American Enterprise Institute.

According to its website, “AEI’s purposes are to defend the principles and improve the institutions of American freedom and democratic capitalism–limited government, private enterprise, individual liberty and responsibility…”

But this idea of developing free enterprise solutions to public policy problems is entirely missing from AEI’s latest “Education Outlook” publication. The piece deals with the putatitvely competing goals of the No Child Left Behind act (raise achievement on the low end and reduce achievement gaps) and the American Competitiveness Initiative (pursue excellence in math and science achievement).

AEI’s Frederick Hess teamed up with Ed Sector’s Andrew Rotherham to write the piece, and they jointly concluded that:

Schools are meant to serve a staggeringly diverse population of students and a raft of competing needs. Buckling down somewhere will almost inevitably mean easing up elsewhere. The best we can hope for is an incremental, awkward stagger toward meeting a stew of public and private objectives.

The truth is that we cannot do everything. This means accepting disagreement and abandoning the tempting dream that we might reach consensus on what needs to be done if only good-hearted souls would examine the right data. It also means acknowledging that every policy decision will yield both winners and losers. What we need… is… honest and informed debate about whose needs take precedence at a given moment, what to do about it today, and what to leave for tomorrow.

The truth is that there is a system that does not require us to reach consensus on a single “right” way to improve achievement, and that can simultaneously improve achievement on the low end and stimulate excellence. It’s the free enterprise system, baby, and it’s your middle name.

Here’s a look at how market forces in education reduce achievement gaps, improve social outcomes, and improve overall achievement, replete with links to the full text of various studies.

And here’s a more technical look  [pdf] at the evidence on market versus non-market provision of education.

Education markets. They’re groovy baby. Yeah!

India’s CCS on School Choice

The Centre for Civil Society’s Raj Cherubal has an insightful post on the difference between bureaucratic “accountability” and real market accountability in education. He caps it off by pointing out the merits of education tax credits as a tool for providing universal access to the education marketplace.

If the poor have access to the money that the tax payers set aside to help the poor, they can use that money to access far better services that the private sector is able to provide. Instead of funding government services with taxes, empower the poor with it.

(What if the tax payer could give the money directly to the poor person and get a tax credit? No need to send it to the government and then redirect it to the poor with all the leaks in the system. Pay government for the services like defence that government is supposed to do.)

Today, I have choice. You, if you are poor, have none. Soon, thanks to the growing school choice movement in India, this will not be the case.

If the Centre’s national campaign for school choice really gains traction, the 21st century will belong to India. (Hat tip to Kuffir at Blogbharti.)

NCLB: What a Mess

Only two days after a fatally flawed but positive report from the Center on Education Policy (CEP) inspired No Child Left Behind (NCLB) fans to declare NCLB a success, two new analyses have come out showing that far from being a triumph, the law has mainly produced just two things: confusion and deception.

The first report comes from the Gannett News Service (GNS), which compared results on state tests to scores on National Assessment of Educational Progress (NAEP) math and reading exams. What GNS found is that in many states far more students reach “proficiency” on state reading and math tests – the only ones that “count” for NCLB – than on NAEP. This strongly suggests that states are setting low proficiency bars, probably in order to stay out of trouble under the law.

The second analysis comes from the U.S. Department of Education’s Institute of Education Sciences (IES). IES’s report makes similar comparisons to GNS, but with more statistical rigor. Essentially, it equates scores on state tests in schools that administered NAEP with those schools’ NAEP results. (NAEP is based on representative sampling of schools and students rather than giving tests to every student in every school). What the analysis reveals is that most states’ “proficient” levels are equivalent to NAEP’s “basic” designation. That is, except in 4th-grade reading, where most state proficiency levels are actually below NAEP’s basic level.

The results of these studies, taken in conjunction with the cavernous data holes and inconsistencies in CEP’s report, make clear that no reasonable conclusions about NCLB’s effectiveness can be drawn using state test scores. Unfortunately, no proof of the law’s effectiveness can be drawn from NAEP, either. As the CEP folks noted in their report, so many reforms have been implemented simultaneously with NCLB that no one could ever tease out which initiative is responsible for which changes in achievement. NAEP is, though, a much more consistent measure than state tests. Unfortunately for NCLB fans, its results have not been too encouraging.

Perhaps one slightly heartening outcome from today’s news is that U.S. Secretary of Education Margaret Spellings, who ordinarily seems to declare almost any education news proof that NCLB is working, tempered her rhetoric a bit.

This report offers sobering news that serious work remains to ensure that our schools are teaching students to the highest possible standards. States have made significant strides under No Child Left Behind to close our nation’s achievement gap, as evidenced by the Center on Education Policy study released earlier this week. But today’s report finds that many states’ assessment standards do not measure up to the rigorous standards of The Nation’s Report Card.

Unfortunately, the slight uptick in NCLB sanity coming from Spellings was cancelled out by at least one federal standards advocate, who took advantage of the results to plug his favorite reform. According to the New York Times, after Mike Petrilli of the Thomas B. Fordham Foundation acknowledged that “parents and communities in too many states are being told not to worry, all is well, when their students are far behind,” he went on to conclude that “we don’t need a national curriculum, but we certainly should have national standards for reading and math.”

Of course! We know that state and local politicians are self-serving jerks who will set low standards to keep themselves out of hot water even if it hurts kids, but federal politicians are as pure as the driven snow, and were they able to set standards they’d set them as high as possible, let the political chips fall where they may.

Right.

It’s just this kind of baseless assumption about Washington goodness that got us into this filthy NCLB mess to begin with.

Is NCLB Working? This Sure Doesn’t Tell Us

Yesterday the Center on Education Policy (CEP), a DC-based think tank, released a report that U.S. Secretary of Education Margaret Spellings declared “confirms that No Child Left Behind has struck a chord of success with our nation’s schools and students….We know that the law is working.”

Not to rain on the secretary’s parade, but the CEP study doesn’t even come close to confirming that NCLB is working. In fact, once the authors took into account data limitations and the myriad changes that states had made to their standards and testing programs since passage of NCLB, they had usable pre- and post-NCLB achievement data – which is essential for getting any idea if NCLB is working – for only 13 states, and were able to make complete analyses for only seven. In addition, the authors noted that:

We cannot say to what extent test scores have gone up because of NCLB. It is always difficult to tease out a cause-and-effect relationship between test score trends and any specific education policy or program. With all the federal, state, and local reforms that have been implemented simultaneously since 2002, it becomes nearly impossible to sort out which policy or combination of policies is responsible for test score gains, and to what degree.

So Spellings declared a report in which the authors were only able to get complete data for seven states, and made quite clear that their findings are absolutely not proof that NCLB is working, as confirmation that the law is working.

Feel like you’ve heard this before?

Of course you do, because this has been the standard Bush administration response to almost any news in education since NCLB was passed. Either new studies or achievement results have been proof that the law is working, or proof that we need to expand the law. But as I and others have pointed out numerous times, the best, most straightforward evidence that we have about NCLB suggests that the law is not working. The National Assessment of Educational Progress – which evaluates American students on consistent tests, not the constantly changing and gamed state assessments driven by NCLB – has shown stagnant or dropping reading scores in the period covered by NCLB, and slowing growth in math scores.

Now, just as the CEP findings are far from proof that NCLB is working, the NAEP scores aren’t proof that NCLB is a failure. They are, however, clear evidence that no one who is even remotely objective could say that NCLB is a proven success. Yet the U.S. Secretary of Education has repeatedly been doing exactly that.

And people wonder why, when given the opportunity, so many parents jump at the chance to leave government schools behind.

Bee Sensible

The Quick and the Ed’s Sara Mead responds to my post on the dramatic showing of homeschoolers at the 2007 Scripps National Spelling Bee. She writes:

But here’s an interesting thing: Evan O’Dorney, the Bee’s top finisher, who [sic] Coulson refers to as a “home schooler,” is actually a student of Venture School, a public alternative school run by the San Ramon Valley Unified School District. While most of students’ learning is independent and/or home-based, they attend the school in person and meet with the public school’s teachers weekly, and also take state accountability assessments like other California public school students.

And the fallacy for today is: false dichotomy.

While Mead attempts to create an either/or distinction between homeschooling and the home study program of Venture school, she is mistaken. There are four legal avenues for homeschooling in the state of California. One of them is to be associated with a public school home study program. Evan is not a “public school student” in the normal sense of that term. He is, as a local paper points out: “homeschooled by his mother Jennifer through Venture School.”

I had a nice conversation with Jim O’Brien, the Venture School official who liaises with the O’Dorneys. They meet about once every other week (not every week, as Mead asserts). He is available to consult with the family, but is not Evan’s teacher in the conventional sense of that word. Evan’s mother is his teacher. Mr. O’Brien himself describes Evan as homeschooled.

Mead also misrepresents the significance of homeschoolers’ showings in academic competitions. These showings are not based on “a few outliers” as she claims. In competition after competition, year after year, homeschoolers are overrepresented in the top spots. As I noted, public school students outnumber homeschoolers 40 to 1, but, in the 2007 Scripps Spelling Bee, U.S. public school students captured only 5 of the top slots – the same number as homeschoolers.

Perhaps public schools are teeming with brilliant spellers who mysteriously decided to stay away from the competition in droves. Again. Or maybe it has something to do with the educational freedom homeschoolers enjoy….

Homeschoolers certainly “enjoy” far less of the vaunted ”public accountability” Mead touts than do conventional public school children. Though Evan O’Dorney is registered through a public school, a great many homeschoolers are not. And yet, somehow, they manage to get by pretty well. Why, it’s almost as if this “public accountability” thing isn’t all it’s cracked up to be!

Bee Naturals

A home schooler, 13-year-old Evan O’Dorney, is once again the winner of the Scripps National [sic] Spelling Bee. In fact, home schoolers took fully one third of the top 15 spots in the Bee, utterly out of proportion with their share (about 1/40th) of the U.S. student population. Another two spots were taken by private school students, and three were taken by Canadian public school students (hence the “sic,” above — we’ve yet to anschluss the Canucks so far as I can recall).

That left five spots for U.S. public school students — the same number taken by home schoolers whom they outnumber by 50 million or so kids. And it isn’t as though the homeschoolers are fabulously wealthy and able to hire special tutors. The winner’s father is a subway train operator and his mother oversees his education.

Homeschoolers excel in such competitions because they enjoy more educational freedom than any other category of learner. They can pursue their interests and competitive drives (spelling isn’t even O’Dorney’s favorite subject) without being constrained by the pace of a classroom targeted at the “average” student — a pace that must be, by definition, too fast or too slow for the majority.

Private school students — whose showing was also disproportionately good for their share of the population — also have more educational freedom than those in public schools because they and their parents have chosen their schools from a minimally regulated, though currently small, private sector.

Public school students have the least educational freedom because public schools are explicitly or implicitly constrained to offer a uniform education to their charges. Even when parents “choose” a public school by choosing the neighborhood in which they live, their educational “choices” are artificially homogenized.

Imagine what heights America could achieve if every family had the freedom to choose from among homeschooling, public schooling, independent schooling, or some combination of the three, without facing a financial penalty for doing so. It would be an easy thing to accomplish through a program of personal use and scholarship donation tax credits.