An article in this morning’s Los Angeles Times reports that delaying children’s entry into kindergarten “appears to help some, harm others or have no effect at all.”


This shouldn’t be a surprise. In fact, what would have been surprising is if all children responded to delayed kindergarten in precisely the same way. After all, no two children are exactly alike, right?


Of course. Which is why American public education works so poorly: Even though all children are different, public school districts have no choice but to educate them as if they weren’t. By their very nature, uniform systems of education must do things uniformly.


Consider reading instruction: Just like their varied responses to delayed kindergarten entry, children respond in numerous ways to different reading curricula. School districts, however, can typically teach reading using only one technique, usually either whole language, phonics, or so‐​called “balanced” instruction. That means that if your child would benefit most from phonics‐​based instruction but is in a whole language district, he’s out of luck.


Or look at discipline. Some children need rigid rules and regulations, while others need freedom to thrive. School districts, however, can’t apply different disciplinary rules to different children, so a large number of children are going to get the short end of the stick (or carrot) no matter what.


The best way to ameliorate this problem is to eliminate it: Get rid of one‐​size‐​fits‐​all public schools, and create a system in which “the public” does nothing more than help needy parents afford the schools that best address their children’s needs. In other words, let the market go to work. Only then will all children finally get the made‐​to‐​order education they need to succeed.